What teachers can do to prepare ELL/bilingual students for state-mandated standardized assessments

Sample Solution

• Provide extended time: ELL/bilingual students may need more time to complete standardized assessments due to their language proficiency level. Teachers can provide extended time by giving students more breaks, allowing them to work at their own pace, and not penalizing them for taking longer to complete the test.
• Use simplified language: The language used on standardized assessments can be difficult for ELL/bilingual students to understand. Teachers can simplify the language by using clear and concise instructions, avoiding jargon, and providing visuals to support the text.

Full Answer Section

• Provide accommodations for reading: ELL/bilingual students may need accommodations for reading, such as having the test read aloud to them or having access to a dictionary or glossary. Teachers can also provide scaffolding for reading comprehension by providing students with questions to answer as they read or by having them summarize the text after they have finished reading it.
• Provide accommodations for writing: ELL/bilingual students may need accommodations for writing, such as having a scribe or having their writing translated. Teachers can also provide scaffolding for writing by providing students with prompts or templates to follow.
• Use technology: Technology can be a valuable tool for supporting ELL/bilingual students on standardized assessments. Teachers can use technology to provide students with access to dictionaries, translation tools, and other resources. Technology can also be used to create personalized assessments that are tailored to the individual needs of ELL/bilingual students.
• Prepare students for the procedures: ELL/bilingual students may be unfamiliar with the procedures for standardized assessments. Teachers can prepare students for the procedures by explaining the rules and expectations, practicing the procedures with them, and providing them with a cheat sheet with the procedures written down.

Here is an example of a state accommodation allowed within an ELL or bilingual/dual language educational setting:

• Extended time: This accommodation allows students to have more time to complete the assessment. This can be helpful for ELL/bilingual students who may need more time to read the questions, understand the instructions, and formulate their answers.

This accommodation can help promote future independence in learning by giving students the opportunity to practice taking tests under timed conditions. This can help them to develop the skills and strategies they need to manage their time effectively on tests. Additionally, extended time can help to reduce anxiety and stress, which can improve students' performance on tests.

It is important to note that accommodations should be used judiciously and should be tailored to the individual needs of the student. Accommodations should not be used to the extent that they give the student an unfair advantage. Additionally, accommodations should be used in a way that promotes the student's independence in learning.

Here are some other state accommodations that may be allowed for ELL/bilingual students:

• Oral administration: This accommodation allows the student to have the test read aloud to them. This can be helpful for students who have difficulty reading or understanding the language of the test.
• Translation: This accommodation allows the student to have the test translated into their native language. This can be helpful for students who are not proficient in the language of the test.
• Scoring rubric: This accommodation provides the student with a scoring rubric that explains how the test will be scored. This can be helpful for students who are unfamiliar with the scoring criteria.
• Assistive technology: This accommodation allows the student to use assistive technology, such as a computer or a calculator, to help them complete the test. This can be helpful for students who have difficulty writing or calculating.

It is important to work with the student's parents or guardians and the school district to determine the appropriate accommodations for each student. The goal is to provide the student with the support they need to succeed on the assessment without giving them an unfair advantage.