How Can I Accurately Determine The Eligibility Of English Language Learner (ELL) Students For Accommodations On The Minnesota Comprehensive Assessments (MCA) And The Minnesota Test Of Academic Skills (MTAS) When They Have Been In The United States For Less Than Two Years, But Have Received Varying Levels Of English Language Instruction In Their Previous Countries Of Residence?

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To determine the eligibility of English language learner (ELL) students for accommodations on the Minnesota Comprehensive Assessments (MCA) and the Minnesota Test of Academic Skills (MTAS), follow this structured approach:

  1. Assess Current English Proficiency:

    • Use results from the WIDA ACCESS test to evaluate listening, speaking, reading, and writing skills. Compare scores against state guidelines to identify if they fall below the threshold for needing accommodations.

  2. Evaluate Prior Educational Background:

    • Review school records and consult with the student or family to understand the level of English instruction received in their previous country. Consider if they attended English-speaking schools, which may indicate higher proficiency.

  3. Consider Time in the U.S. and Instruction Received:

    • Assess the duration in the U.S. and the intensity of English language instruction received since arrival. Note that even short durations with intensive support can impact proficiency.

  4. Gather Teacher Input:

    • Consult ESL and content-area teachers for insights into the student's language use and academic challenges, which may not be evident from test scores.

  5. Review State Guidelines:

    • Familiarize yourself with Minnesota's specific criteria for accommodations, including any checklists or criteria that must be met.

  6. Consider Student Input:

    • Engage with the student to understand their comfort with English and any specific needs they might have, ensuring their voice is part of the decision-making process.

  7. Document Thoroughly:

    • Keep detailed records of all factors considered to support the decision-making process and ensure compliance with legal requirements.

  8. Balance All Factors:

    • Evaluate each student's situation holistically, considering all factors together rather than individually, to determine the appropriate accommodations.

  9. Understand Accommodation Options:

    • Be aware of available accommodations, such as bilingual dictionaries, extended time, or translated materials, to tailor support effectively.

  10. Consider Legal Requirements:

    • Check for IEPs or 504 plans that may outline specific accommodations, ensuring compliance with IDEA or Section 504.

  11. Monitor and Update:

    • Recognize that eligibility may change as English skills develop, necessitating regular reassessments.

By systematically integrating these elements, you can ensure a fair and comprehensive evaluation of each student's needs, providing appropriate accommodations to support their academic success.