Interview one content area classroom teacher that services ELLs in a  Title 1 setting about how assessment is used for placement. You should  also inquire also about how placement is determined for both special  education and gifted ELLs. Your questions might include, but not  limited to, the following:

1. What are the indicators of exceptionality a classroom teacher    should look for when a student also has a language barrier?
2. How do informal and formal assessment results factor into  placement?
3. What role do parents and teachers have in  placement?
4. What are some primary factors that are exhibited    in underachievement that may not necessarily signal special    education needs?
5. How are changes among individual ELL    proficiency levels over the course of the school year accounted  for?
6. How are diagnostic, formative, and summative assessments    integrated for ELLs in mainstream classrooms?
7. What are the    benefits of the SIOP protocol for native English speakers as well as    those for whom English is an additional language?

Consolidate your findings in a 15-20 slide PowerPoint presentation  to inform your colleagues about the assessment and placement process.

Describe the content and use of the Arizona English Language Learner  Assessment (AZELLA) in guiding ELL instruction. How do AZELLA score  reports facilitate achievement among ELLs? Compare the use of the  AZELLA to the assessment and placement process in your state. If your  state is Arizona, you may elaborate on this process. How does the  assessment and placement process in your state facilitate achievement  among ELLs?

Support your presentation with at least three scholarly resources.

Include presenter’s notes, a title slide, and a reference slide.