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Purpose: Identify students’ current level of language proficiency and background knowledge before instruction.

When Used: Beginning of a unit or school year.

Examples:

Home language surveys

WIDA MODEL screener

Running records (language-focused)

Cultural Guidelines:

Use visuals and native language supports.

Avoid culturally specific references students may not understand.

Include student voice and background knowledge.

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Purpose: Monitor ongoing learning and provide feedback to adjust instruction.

When Used: Daily or weekly.

Examples:

Exit tickets using sentence frames

Oral language check-ins

Interactive notebooks or Padlet reflections

Cultural Guidelines:

Allow multiple ways to demonstrate understanding (oral, visual, written).

Be flexible with timing and grouping (e.g., peer talk in home language).

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Purpose: Evaluate mastery at the end of instruction.

When Used: End of unit or grading period.

Examples:

Performance tasks with rubrics

Portfolios

WIDA ACCESS scores

Cultural Guidelines:

Include scaffolded tasks that allow demonstration of knowledge apart from language proficiency.

Avoid assessments that assume U.S.-centric cultural knowledge.

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Using Assessment Data to Drive Instruction

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Using Assessment Data to Drive Instruction

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Formative data helps determine:

Where to model academic language (e.g., “Think-alouds”)

When to reteach or enrich

Small group or 1:1 intervention needs

Summative data helps:

Group students by strengths and needs

Adjust long-term plans

Plan for differentiated tasks and vocabulary instruction

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Purpose: Measure ELs' progress in English language development and content knowledge.

How Used:

Determine reclassification (e.g., exit from EL status)

Track growth year-to-year

Inform parent-teacher conferences and IEP/504 plans

Note: Be cautious about interpreting scores for newly arrived ELs

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Designing Assessments Aligned to ELP and Content Standards

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Designing Assessments Aligned to ELP and Content Standards

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Steps:

1. Identify content and language objectives.

2. Align questions/tasks to both ELP standards (e.g., WIDA or state-specific) and content standards (e.g., math, science).

3. Scaffold assessments using visual aids, word banks, and sentence starters.

4. Check for linguistic demand – simplify without reducing rigor.

Tip: Use “Can Do” descriptors to guide expectations by proficiency level.

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1. Learning Logs/Journals

Use prompts like:

What did I learn today?

What was hard and how did I handle it?

What words or phrases helped me in this activity?

2. Traffic Light Check-In

Red = I need help

Yellow = I'm unsure

Green = I got this!

Can be done with paper cards or digital tools (Jamboard, Google Forms).

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Communicating Feedback with Cultural Sensitivity

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Communicating Feedback with Cultural Sensitivity

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1. Use Simple, Encouraging Language

Avoid idioms or culturally specific metaphors. Be clear and affirming.

2. Home Language Support

Use translation tools, bilingual staff, or translated feedback forms.

3. Family Engagement Channels

Regular text/email updates

Visuals with student work examples

Invite feedback from families on how to better support their child

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Extended time

Small group setting

Bilingual dictionary use

Simplified directions

Reading aloud of test items (when allowed)

Translated test directions (not content)

Always match accommodations to a student’s specific language proficiency level.

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Academic Self-Reflection Questions

What did I learn today that was new or interesting?

What was something that felt hard for me?

How did I try to solve a problem when I got stuck?

Did I do my best work today? Why or why not?

What strategy helped me the most in reading/math/writing?

What goal do I want to set for tomorrow?

If I made a mistake today, what did I learn from it?

Did I ask for help when I needed it?

Social-Emotional & Behavioral Reflection Questions

Was I kind to others today? How?

Did I listen when others were talking?

How did I handle a big feeling (like frustration or excitement)?

Did I show respect to my classmates and teacher?

Did I help a friend or include someone today?

How did I solve a disagreement or conflict?

What made me feel proud of myself today?

If I could go back and change something I did today, what would it be?

These can be used:

As part of a daily or weekly reflection journal

In morning meetings or closing circles

As exit ticket prompts

On behavior charts or progress trackers with emoji or color systems