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2025-08
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This thesis capstone project aims to support educators and administrators who work with English Language Learners (ELLs). At Maple Tree Elementary (pseudonym) part of the Williamstown Central School District (pseudonym), the population of ELLs is steadily increasing. As this number grows, so does the risk of ELLs being over- or under-identified for special education services. Such misidentification often stems from a combination of assessment practices that fail to distinguish between language acquisition needs and learning disabilities, educator bias and beliefs, and inadequate teacher preparation programs. This project presents a professional develop program designed to raise awareness of implicit biases, enhance culturally and linguistically responsive assessment practices, and provide educators with strategies to advocate for accurate identification and appropriate support for ELLs. The ultimate goal of the program is to foster a school-wide approach that ensures ELLs receive equitable educational opportunities while preventing unnecessary or delayed referrals to special education.