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Accommodations for ELL Students in Math: Bridging the Gap to Success
Author: Dr. Elena Ramirez, PhD in Educational Psychology, specializing in bilingual education and mathematics instruction. 15 years experience teaching ESL and Math in diverse urban school settings.
Publisher: The National Council of Teachers of Mathematics (NCTM) – a leading organization dedicated to improving mathematics teaching and learning for all students.
Editor: Dr. Maria Sanchez, EdD in Curriculum and Instruction, with expertise in differentiated instruction and assessment for English Language Learners.
Keywords: accommodations for ELL students in math, ESL math support, differentiated instruction math, bilingual math education, ELL math strategies, math accommodations for English learners, supporting ELLs in mathematics, effective strategies for ELLs in math, inclusion in math for ELLs, assessment for ELLs in math
Abstract: This article explores the crucial need for tailored accommodations for ELL students in math, highlighting the unique challenges these learners face and providing practical strategies for educators. Through personal anecdotes and case studies, we examine effective accommodations, emphasizing the importance of culturally responsive teaching and individualized support to ensure mathematical success for all students.
Understanding the Unique Challenges Faced by ELL Students in Math
The complexities of learning mathematics are amplified for English Language Learners (ELLs). While mathematical concepts are universal, the language used to express them creates a significant hurdle. Many ELL students struggle not only with the vocabulary specific to mathematics (e.g., "divisor," "coefficient," "variable") but also with the overall language demands of the subject. Reading word problems, following multi-step instructions, and participating in classroom discussions all require a strong grasp of English, a skill often still developing in ELL students.
Furthermore, cultural differences in teaching styles and mathematical approaches can lead to misunderstandings and frustration. A student accustomed to a rote memorization approach might struggle to adapt to a problem-solving-oriented classroom. Conversely, a student who thrives in collaborative learning might be disadvantaged in a highly individualistic setting. Accommodations for ELL students in math must address these linguistic and cultural factors to create an inclusive and supportive learning environment.
I recall a student, Maria, who arrived in my 7th-grade math class speaking only Spanish. While she possessed a strong intuitive understanding of numbers, her inability to comprehend the English instructions rendered even simple equations insurmountable. Her frustration was palpable, and her performance reflected her struggle. This experience underscored the critical need for accommodations for ELL students in math, prompting me to develop and implement strategies that addressed her specific needs.
Effective Accommodations for ELL Students in Math: A Multifaceted Approach
Providing effective accommodations for ELL students in math requires a multifaceted approach that encompasses instructional strategies, assessment modifications, and supportive classroom practices.
1. Visual Aids and Manipulatives: Concrete materials, such as blocks, counters, and diagrams, can help ELL students visualize abstract mathematical concepts. Visual aids, like charts, graphs, and illustrations, can also clarify complex information and reduce the reliance on solely linguistic understanding. For Maria, using colored blocks to represent variables in algebraic equations made the abstract concepts more tangible and understandable.
2. Simplified Language and Clear Instructions: Breaking down complex problems into smaller, manageable steps can significantly reduce cognitive overload. Using simpler language and avoiding jargon whenever possible makes instructions more accessible. Providing translated materials, or using bilingual dictionaries and glossaries, can further bridge the language gap.
3. Bilingual Support and Collaboration: Pairing ELL students with bilingual peers or providing access to bilingual support staff can foster collaboration and provide crucial language assistance. This peer-to-peer support can be particularly effective in building confidence and encouraging participation.
4. Culturally Responsive Teaching: Acknowledging and valuing students' cultural backgrounds is crucial for creating an inclusive learning environment. Incorporating culturally relevant examples and problems into math lessons can make the subject more engaging and relatable.
5. Modified Assessments: Offering alternative assessment methods, such as oral exams, demonstrations, or projects, can allow ELL students to showcase their mathematical understanding without being penalized for language limitations. Providing extra time for assessments and allowing the use of bilingual dictionaries or translators are also crucial accommodations.
Case Study: Supporting Carlos in Geometry
Carlos, a new ELL student in my high school geometry class, struggled with spatial reasoning, particularly when dealing with three-dimensional shapes. His English was limited, further compounding his difficulties.
To help Carlos, I implemented several accommodations:
Visual Models: I provided him with physical models of three-dimensional shapes, allowing him to manipulate and explore them.
Bilingual Glossary: I created a bilingual glossary of geometric terms, allowing him to understand the terminology in his native language.
Graphic Organizers: I used graphic organizers to help him visualize the relationships between different geometric concepts.
Extended Time: I granted him extended time on tests and quizzes.
Collaboration with a Peer Tutor: I paired him with a bilingual peer tutor who could provide support during class and help him with homework.
Through these accommodations, Carlos's understanding of geometry dramatically improved. His confidence grew, and he began actively participating in class discussions. This case study demonstrates the power of tailored accommodations for ELL students in math in overcoming significant obstacles.
The Importance of Ongoing Assessment and Adjustment
Effective accommodations for ELL students in math are not static; they require ongoing assessment and adjustment. Regularly monitoring student progress, observing their learning styles, and soliciting their feedback are crucial for ensuring that the accommodations remain relevant and effective. Flexibility is key in tailoring strategies to meet each student’s individual needs and learning pace.
Conclusion
Accommodations for ELL students in math are not merely supplementary strategies; they are essential components of equitable and effective mathematics instruction. By implementing a range of instructional strategies, assessment modifications, and supportive classroom practices, educators can create inclusive learning environments where all students, regardless of their language proficiency, have the opportunity to succeed in mathematics. The personal anecdotes and case studies presented here highlight the transformative power of tailored support, demonstrating how even seemingly insurmountable challenges can be overcome with thoughtful and responsive teaching. The journey to mathematical proficiency for ELLs requires patience, understanding, and a commitment to providing the necessary scaffolding to bridge the linguistic and cultural gaps that often hinder their progress.
FAQs
1. What are some common misconceptions about teaching math to ELLs? A common misconception is that ELLs should be taught math only in their native language. While bilingual support can be beneficial, the goal is to develop proficiency in both mathematical concepts and English.
2. How can I assess the math skills of an ELL student who has limited English proficiency? Use alternative assessment methods, such as observations, demonstrations, oral questioning, and projects, to evaluate understanding.
3. What are some strategies for making word problems more accessible to ELLs? Use visual aids, simplify the language, break problems into smaller steps, and provide bilingual support.
4. How can I create a culturally responsive math classroom? Incorporate culturally relevant examples and problems, use diverse teaching methods, and value students' cultural backgrounds.
5. What resources are available to support teachers in providing accommodations for ELLs in math? Organizations like NCTM and websites dedicated to bilingual education offer valuable resources and support.
6. How can I differentiate instruction to meet the diverse needs of ELLs in my math class? Provide varied learning materials, group students strategically, and offer choice in assignments.
7. What role do parents play in supporting their ELL child's math learning? Parents can help by creating a supportive home environment, communicating with the teacher, and providing opportunities for practice.
8. How can technology be used to support ELLs in math? Interactive software, online tutorials, and translation tools can help students access and understand mathematical concepts.
9. What are some signs that an ELL student is struggling in math, beyond low test scores? Lack of participation in class, avoidance of math tasks, and expressions of frustration or anxiety can indicate difficulty.
Related Articles:
1. "Effective Strategies for Teaching Math to ELLs in Elementary School": This article focuses on specific strategies for teaching math to younger ELLs, including the use of manipulatives and visual aids.
2. "Assessing the Mathematical Proficiency of ELL Students: A Guide for Educators": This article provides guidance on how to assess ELL students' math skills using alternative assessment methods.
3. "Culturally Responsive Teaching in Mathematics: Creating Inclusive Classrooms": This article explores the importance of incorporating cultural relevance into math instruction for all students, particularly ELLs.
4. "The Role of Bilingual Education in Improving Math Achievement for ELLs": This article examines the benefits of bilingual education programs in improving math outcomes for ELLs.
5. "Using Technology to Support ELLs in Mathematics": This article provides a review of various technology tools that can be used to support ELLs in their mathematics learning.
6. "Addressing the Language Barriers Faced by ELLs in Mathematics Word Problems": This article focuses on the specific challenges of word problems and offers strategies to overcome them.
7. "Collaboration and Peer Support in Mathematics for ELLs: A Case Study Approach": This article uses case studies to illustrate the benefits of collaboration and peer support in mathematics instruction for ELLs.
8. "Differentiating Instruction in Mathematics to Meet the Needs of All Learners, Including ELLs": This article provides comprehensive information on different methods of differentiating instruction for ELLs in mathematics.
9. "Parent Involvement and Support for ELLs in Mathematics Education": This article highlights the importance of parent and family involvement in the mathematics education of their ELL children.
| accommodations for ell students in math: Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova, 2014-06-05 Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context. Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points. New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4. |
| accommodations for ell students in math: Assessing English Language Learners in the Content Areas Florin Mihai, 2010-06-11 Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress. |
| accommodations for ell students in math: Math for ELLs Jim Ewing, 2020-02-20 Do you teach math to Spanish-Speaking ELLs (especially K-8)? If so, Math for ELLs is for you. There is a myth that “math is math” and there is no language involved; yet ELLs are not doing well in this subject. About three quarters of ELLs speak Spanish at home--this book focuses on these students. Make math come alive for Spanish-speaking ELLs. You will grasp the strategies as easy as “uno, dos, tres!” |
| accommodations for ell students in math: Language and Mathematics Education Judit N. Moschkovich, 2010-11-01 Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutiérrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues. |
| accommodations for ell students in math: Research-supported Accommodation for English Language Learners in NAEP Jamal Abedi, 2003 |
| accommodations for ell students in math: Assessment Standards for School Mathematics National Council of Teachers of Mathematics, 1995 This document was created because of the need for new assessment strategies and practices to be developed to enable teachers and others to assess students' performance in a manner that reflects the NCTM's reform vision for school mathematics. Instead of assuming that the purpose of assessment is to rank students on a particular trait, the new approach assumes that high public expectations can be set that every student can strive for and achieve, that different performances can and will meet agreed-on expectations, and that teachers can be fair and consistent judges of diverse student performances. The first sections of the document discuss six mathematics assessment standards: (1) The Mathematics Standard, (2) The Learning Standard, (3) The Equity Standard, (4) The Openness Standard, (5) The Inferences Standard, and (6) The Coherence Standard. The use of the assessment standards is then discussed in the context of different purposes such as monitoring students' progress, making instructional decisions, evaluating students' achievement, and evaluating programs. The next section discusses what should happen next with regard to mathematical assessment. The document concludes with a glossary and a selected assessment bibliography with 116 citations. Contains 28 references. (MKR) |
| accommodations for ell students in math: Teaching on Assessment Sharon L. Nichols, Divya Varier, 2021-03-01 In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals. Lois R. Harris, Australian Catholic University This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction. James McMillan, Virginia Commonwealth University. |
| accommodations for ell students in math: Handbook of Accessible Achievement Tests for All Students Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz, 2011-04-28 The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy. |
| accommodations for ell students in math: State Assessment Policy and Practice for English Language Learners Charlene Rivera, Eric Collum, 2014-05-12 State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition. |
| accommodations for ell students in math: The Routledge Handbook of Language Testing Glenn Fulcher, Luke Harding, 2021-12-15 This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education. |
| accommodations for ell students in math: Math Instruction for Students with Learning Problems Susan Perry Gurganus, 2017-02-24 Math Instruction for Students with Learning Problems, Second Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis. |
| accommodations for ell students in math: Educating English Language Learners Fred Genesee, 2006-01-16 The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research. |
| accommodations for ell students in math: Teaching Math in Middle School Leanne R. Ketterlin-Geller, 2019 This book is a comprehensive guide to designing and delivering high-quality, evidence-based mathematics instruction in middle school. With in-depth coverage of best practices for instruction and assessment within a multi-tiered systems of support (MTSS) framework, this book empowers teachers to build numeracy in students and collaborate effectively to meet all students' needs. |
| accommodations for ell students in math: Diversity Dimensions in Mathematics and Language Learning Annemarie Fritz, Erkan Gürsoy, Moritz Herzog, 2021-06-08 Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology. |
| accommodations for ell students in math: Reporting Test Results for Students with Disabilities and English-Language Learners National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, 2002-09-06 At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs. |
| accommodations for ell students in math: Handbook of Accessible Instruction and Testing Practices Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz, 2018-03-08 The Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities. Topics featured in this text include: A summary of U.S. policies that support inclusive assessment for students with disabilities. An overview of international policies that support inclusive assessments. Designing, developing, and implementing an accessible computer-based national assessment system. Universal Design for Learning (UDL) principles and the future of assessment. Recent advancements in the accessibility of digitally delivered educational assessments. The Handbook of Accessible Instruction and Testing Practices, Second Edition is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology; assessment, testing and evaluation; social work; and education policy and politics. |
| accommodations for ell students in math: Supporting English Language Learners in Math Class, Grades K-2 Rusty Bresser, Kathy Melanese, Christine Sphar, 2009 An interactive resource designed to help schools implement effective instructional practices that create sustainable results for English language learners. These research-based materials assist educators with simultaneously developing students' mastery of mathematics and their academic language development.--from package. |
| accommodations for ell students in math: Fighting the White Knight Jocelyn Turner, 2023-01-12 In her final year of teaching, Jocelyn Turner spent over one-fifth of each week administering mandatory tests and quizzes. She spent the remaining time preparing students to take those specific exams, regardless of the background knowledge and preparedness of individual students. While she was testing, she could not teach. Teachers were expected to present the same Common Core-based, grade-specific material to all their students at the same time-- whether Jake was reading at a first-grade level or Taylor at a ninth-grade level. It was a rare and lucky child who fit the profile of the year's onslaught of tests. Since No Child Left Behind, US schools have been burying students in tests and then drawing often misguided conclusions--when sometimes the only conclusion anyone ought to draw is that student X obviously spent hours staring at a set of questions he or she did not understand and maybe could not even read. We have been told that US education is in crisis. Ms. Turner agrees. In Fighting the White Knight, she argues that government mandates created and are now perpetuating this crisis, depriving children of remedial learning, instruction time, and personal attention. Fighting the White Knight also looks at the $1.6 trillion student debt crisis, a consequence of today's single-minded, college-bound pipeline; vocabulary deficits left to fester due to narrowly targeted curricula; and the sneaky gutting of elective, vocational/technical, and gifted education. Ms. Turner concludes by advocating for changes she believes can rescue American education--guiding children back to the safe, inspirational learning experiences of a more student-focused time. |
| accommodations for ell students in math: Teaching and Learning High School Mathematics Charlene E. Beckmann, Denisse R. Thompson, Rheta N. Rubenstein, 2009-11-02 Too many high school students, faced with mathematics in courses at the level of algebra and beyond, find themselves struggling with abstract concepts and unwilling to pursue further study of mathematics. When students curtail their course taking in mathematics, they may be impacting their college and career options. Thus, high school mathematics teachers have the responsibility to help students recognize the value and importance of mathematics while also designing instruction that makes mathematics accessible to all students. Ball and Bass (2000), as well as other mathematics educators, have recognized that mathematics teachers not only need to know mathematics content and mathematics pedagogy (i.e., teaching strategies) but they also need to know how these ideas are integrated. This mathematical knowledge for teaching is the knowledge that teachers of mathematics need and it differs from the knowledge that research or applied mathematicians must know. This text is designed to provide teachers with insights into this mathematical knowledge for teaching. Teaching and Learning High School Mathematics is likely different from many other texts that you have used. It integrates both content and pedagogy to help you develop and build your own understanding of teaching. The text is designed to help you develop “deep conceptual understanding of fundamental mathematics” (Ma 1999) so that you are able to approach mathematics from multiple perspectives with many tools. Such flexibility in teaching is essential if teachers are to help all students become mathematically proficient. Throughout this book, you are encouraged to work in cooperative teams. This strategy is designed to help you develop a mathematics learning community and build a professional network that will be a valuable resource during your professional career. Hopefully, you will experience the benefits of engaging in rich mathematical discussions with peers and consider how to encourage such learning environments in your own classrooms. Lesson planning is another element pervasive throughout this text. To help teachers plan for effective student-centered lessons, the Question Response Support (QRS) Guide is introduced in Lesson 1.1 and used throughout the remainder of the lessons. The QRS Guide is a tool on which teachers may record tasks or questions (Q) for students, expected and observed student responses (R), and teacher support (S) in the form of additional “just enough” questions to support students in their progress on the task. In each unit, teachers expand their repertoire of teaching and learning elements and strategies and incorporate these elements as they plan additional lesson segments. In Unit 4 lesson planning is formally introduced as teachers put together elements from previous units into complete, cohesive lesson plans. |
| accommodations for ell students in math: Mathematics Education from an Asian Perspective (Penerbit USM) Lim Chap Sam, Chew Cheng Meng, Sriraman Bharath, 2020 This book presents an exceptional collection of 11 articles on contemporary research studies that address current and critical issues of researches, theories and practices in the fields of mathematics education at various levels from primary to tertiary education. In addition, the book covers various innovative research studies from both local and abroad such as cognitive diagnostic assessment (CDA) and assessment for learning (AfL), teaching and learning of mathematics using the dynamic geometry software (DGS), action-process-object-schema (APOS) theory and relationship mapping and inverse (RMI) principle, as well as mathematics lesson structure (MLS) and collaborative lesson research (CLR). The contents of this book should be of interest to both national and international researchers and scholars, particularly mathematics educators, mathematics education researchers, teacher trainers, university students, teachers, curriculum planners, as well as policymakers. |
| accommodations for ell students in math: High Stakes National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Committee on Appropriate Test Use, 1999-01-16 Everyone is in favor of high education standards and fair testing of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€and misusedâ€in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€and should notâ€use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents. |
| accommodations for ell students in math: Achievement Gaps Taslima Rahman, 2011 |
| accommodations for ell students in math: Classroom Assessment in Action Mark D. Shermis, Francis J. Di Vesta, 2011 Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction is integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation. In today's classroom, technology has become a constant companion, and Classroom Assessment in Action exposes teacher candidates to emerging technologies they might encounter in building their repertoire of assessments, whether it be automated essay scoring or electronic portfolios. Classroom Assessment in Action guides its readers to a complete and thorough understanding of assessment and measurement so that they can confidently work with students and parents in explaining results, whether they are from a high-stakes statewide assessment or the grading philosophy to which they ascribe. |
| accommodations for ell students in math: Eureka Math Grade 7 Study Guide Great Minds, 2016-04-25 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 7 provides an overview of all of the Grade 7 modules, including Ratios and Proportional Relationships; Rational Numbers; Expressions and Equations; Percent and Proportional Relationships; Statistics and Probability; Geometry. |
| accommodations for ell students in math: Middle School Journal , 2006 |
| accommodations for ell students in math: Improving Testing For English Language Learners Rebecca Kopriva, 2011-02-23 More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools. |
| accommodations for ell students in math: Foundations of Bilingual Education and Bilingualism Colin Baker, 2011 The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. |
| accommodations for ell students in math: Culturally Responsive Pedagogy: Teaching Like Our Students’ Lives Matter Sheryl Taylor, Donna Sobel, 2011-07-19 At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students—all students—including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn. |
| accommodations for ell students in math: Optimizing Elementary Education for English Language Learners Guler, Nilufer, 2018-01-30 Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. Optimizing Elementary Education for English Language Learners is a critical scholarly publication that explores the importance of English as a Second Language (ESL) education as well as the challenges that can arise in striving for effective and engaging learning environments for the students involved. Featuring a broad scope of topics, such as effective lesson plans, teacher education and preparation, and the education achievement gap, this book is geared toward academicians, practitioners, and researchers seeking current research on effective teaching strategies for teachers of English language learners. |
| accommodations for ell students in math: Encyclopedia of Diversity in Education James A. Banks, 2012-05-17 The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world. |
| accommodations for ell students in math: Keeping Score for All National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments, 2004-10-02 U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies. |
| accommodations for ell students in math: Measuring Up Arie L. Nettles, Michael T. Nettles, 2012-12-06 Measuring Up revisits vital issues of equity and assessment through the research efforts and insights of many of the nation's most prominent educators and assessment experts. As its most urgent purpose, the publication aims to sensitize readers to the unfairness and inappropriate uses of testing instruments which under optimal circumstances have the potential to benefit all students. With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions. In response to such punitive testing, the papers included here explore a host of models and practices that are currently being piloted both in America and abroad as educators grapple with the effects the assessment is having on minority and disadvantaged students and school systems. In the process, outcomes of innovative portfolio and authentic assessments are weighed against important standards and principles of validity and consequences. As the various authors probe the gap between African-American and White test scores, they raise important questions of resources, family background and educational opportunity. Beyond their value of their recommendations to educators, their papers help to identify causes of pupil deficiencies in ways that can be addressed by policymakers. To reinforce the emphasis on equity, several authors present a definitive defense of affirmative action as a critical counter-measure to the lack of fairness in school quality, family and social supports, and educational resources. |
| accommodations for ell students in math: Number Talks Sherry Parrish, 2010 A multimedia professional learning resource--Cover. |
| accommodations for ell students in math: CSE Report , 2005 |
| accommodations for ell students in math: Eureka Math Curriculum Study Guide Common Core, 2015-03-23 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 4 provides an overview of all of the Grade 4 modules, including Place Value, Rounding, and Algorithms for Addition and Subtraction; Unit Conversions and Problem Solving with Metric Measurement; Multi-Digit Multiplication and Division; Angle Measure and Plane Figures; Fraction Equivalence, Ordering, and Operations; Decimal Fractions; and Exploring Measurement with Multiplication. |
| accommodations for ell students in math: Book Fiesta! Pat Mora, 2016-03-29 This Pura Belpré Award–winning picture book is a bilingual ride through the joyous history of Children’s Day/El día de los niños. Children’s Day/Book Day; El día de los niños/El día de los libros has been observed on April 30th for over twelve years. Founder Pat Mora’s jubilant celebration of this day features imaginative text and lively illustrations by award-winning illustrator Rafael López that will turn this bilingual fiesta into a hit for story time! Toon! Toon! The book includes a letter from the author and suggestions for celebrating Children’s Day /El día de los niños. |
| accommodations for ell students in math: The Unintended Consequences of High-stakes Testing M. Gail Jones, Brett D. Jones, Tracy Y. Hargrove, 2003 To understand how high-stakes accountability has influenced teaching and learning, this book looks at the consequences that high-stakes tests hold for students, teachers, administrators, and the public, and demonstrates the negative effects of such testing on nontested subjects, minority students, and students with special needs. |
| accommodations for ell students in math: Educating Individuals with Disabilities Elena L. Grigorenko, PhD, 2008-02-22 Before the passage of the Education for All Handicapped Children Act in 1975, U.S. students with physical and learning disabilities frequently went undiagnosed, received inadequate treatment, or were even barred from attending school. And until recently, traditional measures of learning disability were often too crude to separate the learning-disabled student from students having academic difficulties due to other reasons, such as emotional issues or language problems. Grigorenko's new book discusses how learning-disabled students are identified and assessed today, in light of the 2004 Individuals with Disabilities Education Improvement Act. One of the major changes in IDEIA 2004, for instance, is the Response to Intervention (RTI) provision, which allows school districts to better identify students with legitimate learning disabilities and provide them with individualized, evidence-based instruction. Grigorenko's interdisciplinary collection is the first to comprehensively review the IDEIA 2004 Act and distill the changes professionals working with learning-disabled students face. The text takes an overarching perspective, first discussing the IDEIA in its historical, political, and legal context, then covering practical issues professionals address on a daily basis. Educating Individuals with Disabilities is a priceless resource for school psychologists, neuropsychologists, speech-language therapists, administrators, policy makers, and legal professionals who navigate special education and learning disability issues on a daily basis. |
| accommodations for ell students in math: The ESL / ELL Teacher's Survival Guide Larry Ferlazzo, Katie Hull Sypnieski, 2012-08-06 A much-needed resource for teaching English to all learners The number of English language learners in U.S. schools is projected to grow to twenty-five percent by 2025. Most teachers have English learners in their classrooms, from kindergarten through college. The ESL/ELL Teacher?s Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students. Provides research-based instructional techniques which have proven effective with English learners at all proficiency levels Offers thematic units complete with reproducible forms and worksheets, sample lesson plans, and sample student assignments The book?s ESL lessons connect to core standards and technology applications This hands-on resource will give all teachers at all levels the information they need to be effective ESL instructors. |
| accommodations for ell students in math: Teaching Elementary Mathematics to Struggling Learners Bradley S. Witzel, Mary E. Little, 2016-01-24 Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention. |
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