Assessment Accomidations for Students

Communication and Training: These are to train those who need to help and assist with the test.

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

When a student who is not proficient in English enrolls in school, parents are given an English language survey. When the parents fill out the survey, if the student’s parents respond to the first three questions on the survey that their home language is not English, then the student is given an English

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

The school system do not take in consideration that ELL students not only have a language barrier that prevent them from performing on the standardized tests, but that they are transitioning from a completely different learning environment. ELL students are also classified as poor academic performers because of their language barrier. This language barrier explain the academic achievement gaps between ELL students and native english-speaking students. The test scores are not sufficient proof to argue that ELL students have a gap in academic achievement. This is questionable to the validity of the standardized tests on ELL students.(Youth)

Also, since objective testing cannot measure understanding and application on real-life situations, all assessments will be take-home, essay type with a rubric that teachers will provide while they explain about the homework assignment after the lecture (Woolfolk, 2015, p. 579). This is for easing students’ anxiety on assessment, especially since ELL students have language issues and the content of this seminar can be seen as harder for them than what they have experienced in any other regular ELL classes. Furthermore, the assessment on the mock conference will be considered as a performance assessment that requires students to lead the activity and produce outcomes that demonstrate their understanding on the material (p.

Section 305(a)(2) states that “school districts and county offices of education shall, at a minimum, provide English learners with a structured English immersion program.”(CSU, 2017, p. 554). The immersion program designed with English learning students in mind will allow the use of the students home language for clarifications and to check for understanding(Buenrostro. 2017, p.2). The

With high stakes testing, it requires, states to use accommodation and alternative testing in order to allow states not to exclude students with special needs from taking any of the state’s test. Before

Many measures have been put in place to ensure students have equal access to tests, regardless of multicultural concerns, there still remains a gap in student learning. School counselors communicate results with students, parents and teachers, they also collaborate to develop individual student plans to aid in helping students meet academic requirements. School counselors evaluate tests to ensure fairness and to avoid bias decisions. The goal of the school counselor is to help students make decisions and solve problems. When utilizing assessments, school counselors should explain the purpose, procedure and results to students and parents. One should make use of assessments that they are trained to select, administer and interpret (A.9.a) (ASCA). When students take standard achievement tests to measure what they know many parents call upon the school counselor explain scores, percentile ranking and the meaning of the results. Some parents are misinformed and believe test results alone determine their students’ achievements. School counselors use other data such as formal and informal assessments to help make decisions. For instance if a student was referred to school counselor for behavior issues, one may observe or interview

Placing Serge in special education classrooms without administrating the test in his native language demonstrated how the test is invalid. The assessment did not accurately measure if he has a learning disability. Serge could have had difficulty understanding the questions, which gave him no other choice but to take estimated guesses. If Serge was placed in a general education classroom he would have still needed additional support in learning English. The placement of Limited English Proficiency (LEP) program would have been helpful, but he would have needed additional support to meet his learning needs.

Those who are currently teaching are required to take a course called Rethinking Equity and Teaching English Language Learners (RETELL) or Secondary English Language (SEI) course so they can be better prepared to teach the students of other primary languages. The data from the ELL students in the three districts are more dramatic than percentages of students with disabilities. Compared to Norwood and Brockton’s ELL student population, Monson only had 7 ELL students in their district in 2016. When comparing the ELA, math, and science scores for all three towns, Monson didn’t even have sufficient data to record. Norwood and Brockton however, had interesting data to compare. In ELA, Norwood scored higher than Brockton with a percentage of 41 and Brockton at 13 percent for students who performed with high proficiency. In math, Norwood had a 40 percent higher academic standing, whereas Brockton only had 15 percent. Both Monson and Brockton ELL students performed below the achievement gap goal with negative scores. Norwood, however, performed above the state level for all three subjects. There was no data found in the scoring of ELL students in Monson for MCAS scores. Out of the 5th grade ELL students in Norwood, who participated in the MCAS, 6 scored in above average, 31 percent scored in proficient, 50 percent scored needs improvement, and 13 percent scored as failing.

The Florida Department of Education will continually strive to develop a system that evaluates equal access and program effectiveness. This ensures that all LEP students receive adequate English language skills to use when interacting with non-LEP students. The Florida Department of Education shall establish a system for minimum review of program effectiveness, which shall include review data such as: students are acquiring English language skills sufficient for parity of participation with non LEP students within a reasonable period of time; students are learning and progressing toward completion of requirements specified in the district's pupil progression plan as evidence by a comparison of LEP and non LEP students. A comparison of LEP and non LEP students by race/ethnic origins on:

This specific class period could have many modifications to the assessment if the classroom was more diverse. A child with severe ADHD cannot maintain attention and are easily distracted when taking on a task (McMillian, 2011, p. 335). For a child with severe ADHD, the assessment could be more condensed rather than having fifty-nine questions. Fifty-nine questions is too many to have their undivided attention. I would condense the test to have simple and direct instructions and only have the most important key concepts the student needs to know. Also, I would place the student in the least restrictive or distracting area of the room or pull the student out to be in a different classroom where there are absolutely no distractions. For a student with a reading disability, I would have a

The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic

The students read a passage out loud for the test giver to calculate the rate and accuracy. Then, the student answers, multiple choice questions about the text.