There are many purposes for which assessment is used with regards to English language learners, "Grading, program placement, monitoring academic progress and reclassification" are only some. (Syrja, 2011,1105) One of the largest of the four is “Program Placement”. To include a child you need to see if he needs a program. Once a parent informs a school that the child speaks a language other than English, a "Home Language Survey" is administered. If the survey results indicate that the child is less than proficient in the English language, a "state language proficiency assessment" will test the level of acquisition. In other words, the child is in the stages of preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. An administrator will then establish the level of writing, reading, listening and speaking. (Syrja,2011). In addition to an initial placement assessment, placing the child in the right ELL (also known as ESL) class is also used. This assessment is as important as the first. This is because a child's needs are constantly changing. In this case the evaluation is used as a monitoring tool (Syrja,2011). Not to say that monitoring should not be conducted by a teacher because it is strongly recommended that the teacher do it. After the child is placed in a class based on the results of his or her assessment, the teacher's challenges begin. Many times a teacher does not know what the child's acquisition levels are. This causes many teachers to create the misconception that if a child is achieving at a high level in one domain, then all domains present should be at a high level as well. Unfortunately, this misunderstanding brings with it the ability to not be under... middle of paper... goes unnoticed. Many parents of ELLs can bring forward their own experiences and feelings about literacy and education. This greatly helps schools that do not have an ELL program or even those that do. This is because teachers can get a better understanding of what and what doesn't work through the mouths of adults who are ELLs, or LTELs use to be ELLs. Parents are also a good tool because all strategies are based on research and opinion, whereas parental intuition takes you to the source. (Panferov, 2010). Not only does the parent help the school, but the school can help the parents. From parents who take part in different aspects of children's learning; Through events, meetings or over the phone, the parent is able to learn strategies to help their child. They can also learn more about a culture and share their culture at the same time. (Panferov, S.2010)