We collect basic website visitor information on this website and store it in cookies. We also utilize Google Analytics to track page view information to assist us in improving our website.
We collect basic website visitor information on this website and store it in cookies. We also utilize Google Analytics to track page view information to assist us in improving our website.
Revised 2011
This protocol was developed by members of ERGO to assist school boards with the implementation of Section 2.3.3 of English Language Learners: ESL/ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12. This sections states that “School boards will develop a protocol for identifying English language learners who may also have special education needs.” The process outlined should be used when there are concerns about the progress of an English language learner.
Revised 2002
This Initial Assessment Tool was developed by a committee of ERGO members. It was originally offered for free to ERGO members and for a nominal fee to other institutions. THIS ASSESSMENT TOOL IS CURRENTLY BEING PHASED OUT in school board districts in Ontario and replaced by the newer STEP Initial Assessment Tools avilable from the Ontario Ministry of Education (See www.EDUGains.ca).
The purpose of this initial assessment is to obtain information about the student’s educational background and to determine the level of proficiency in English in order to provide appropriate programming. Descriptors from the four stages of Language Acquisition are used to make this determination.
Revised 2002
This Initial Assessment Tool was developed by a committee of ERGO members. It was originally offered for free to ERGO members and for a nominal fee to other institutions. THIS ASSESSMENT TOOL IS CURRENTLY BEING PHASED OUT in school board districts in Ontario and replaced by the newer STEP Initial Assessment Tools.
The purpose of this initial assessment is to obtain information about the student’s educational background and to determine the level of proficiency in English in order to provide appropriate programming. Descriptors from the four stages of Language Acquisition are used to make this determination.
May, 2002
The use of standardized tests of academic achievement with students from linguistically- and ethnoculturally-diverse backgrounds may be problematic. These tests are known to be culturally and linguistically biased in favour of English speaking, middle/upper class students of North American background. They may have limited validity when used to assess students who are not proficient in English. The provision of first language/bilingual assessments can help prevent erroneous assessment and placement of students who have a language other than Standard Canadian English.
Member Login