Pillar 4 is rooted in the belief that having the right data and looking at it from a strengths-based, holistic perspective is a powerful tool for supporting students in becoming self-directed learners. It also guides teachers in making instructional decisions that enhance student learning outcomes. The tool acknowledges the importance of teachers using assessments to evaluate students' oral language development and inform language-specific instruction.

When thinking about assessments, including both formative assessments and screenings used within the framework of Multi-Tiered Systems of Support (MTSS), it's crucial for teachers and educational leaders to look at language assessments in coordination with other data. In Pillar 4, leadership plays a crucial role in setting assessment policies, establishing systems and structures for implementing assessments, such as calendars and data analysis protocols, and making data-driven decisions. Both schoolwide and teacher assessment plans should be designed to incorporate students' language proficiency as an essential consideration in all decision-making processes.

It's important to note that this tool does not cover all aspects of assessment. The focus of the tool in the current state is using data to inform instruction and develop student and family agency. Click here to read about some areas for future development.

The initial identification process is often an underutilized opportunity to gain in-depth insights into a student's cultural and linguistic assets. Early childhood programs have models of family interviews that are powerful means for partnering with families to elicit initial information about students’ language identities. These models should be looked at and modified for elementary settings. The tool is also limited in its ability to provide specific models for integrating language and literacy assessment information, as these are often district-specific. Since this is a live tool, the aim is to continue finding assessments that better align with the vision of analyzing the intersection of students' languages, including the strategic use of assessments in each language. Some resources for assessing students in Spanish are available, but they often approach languages from a side-by-side perspective rather than a holistic one. Writing assessments that center Multilingual Learners are needed to ensure that all aspects of literacy are being assessed and developed. ·Assessments differentiated by language proficiency are important for teachers to assess students’ progress towards language goals. These assessments would help teachers better understand how the students’ language proficiency is impacting their literacy growth.

The utilization of assessments to foster family and student agency is closely intertwined with Pillar 3. Assessment tools like student-led conferences and family goal setting should be integrated with other culturally responsive strategies. Leadership plays a pivotal role in Pillar 4. Having the appropriate data and utilizing it to empower students, families, and teachers has the potential to ensure that the instructional practices and culturally responsive strategies being implemented yield the desired positive impact on Multilingual students and all students. Assessment should be intricately connected to reflection by teachers, leaders, families, and students.