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.

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.

• 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

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).

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.

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

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

• 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).

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

• 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