Guide for Part 4: Recommendations

(10 points)

Part 4: Recommendations – 10 points

Based on your critique of your assessments, their results, and the needs of language learners, what goals do you recommend for this student? What accommodations and modifications would you include for their educational and/ or clinical program, if applicable. Differentiate and explain the connection, when applicable, between language needs and diverse learning needs.

4.1. Annual Academic and Linguistic Goals: 4 points

Based on your interpretation of the test results and with the linguistic as well as social, emotional, and academic needs of the student in mind what goals should this student be working toward during an academic year or therapy duration? Create and explain our rational for a list of goals.

4.2. Accommodations and Modifications: 4 points (2 paragraphs total to describe these across the three lessons)

a. Provide a list of social and or academic accommodations and modifications as well as rationale for each based on learning and linguistic needs. Be sure to distinguish between the two or how each supports the other, when appropriate.

b. Provide a list and rational of teaching accommodation and modifications to support the student as they work toward his/ her goals as well. These should be ‘must-do’s to support the success of the child.

4.3 Conclusions: 1 point (1 paragraph)

Restate any essential understandings by your evaluation of this student’s case and test results. What recommendations would you provide others in your field when evaluating bilingual students?

Additional points for Part 4: An additional 1 point is reserved for correct grammar and readability.

SAMPLE

Part IV:

Mahoney (2017) states, “[f]ormative assessment is ongoing and happens most often in classrooms” (p. 82). Jose will need several modifications provided by his teacher which can help foster a supportive environment for him. According to Jose’s IEP, Jose has difficulty with oral expression, listening comprehension, writing, and basic reading skills. Furthermore, Jose requires additional speech and language supports in order to help him understand passages read, answer ‘WH’ question forms and acquire new academic vocabulary. Jose also needs reinforcement with decoding, reading fluency, inferencing and reading comprehension. Jose is also in need of reinforcement with sentence structure and written production. In regards to Math, Jose needs continued review and repetition with his basic math skills and a small amount of information introduced to him at a time.

To help Jose achieve both his social and academic goals, several accommodations are recommended. Some recommendations include: Jose will need extra time for his task completions, modifications in curriculum as well as homework assignments which include modification in amount of homework he receives as well as the content. To further support him in the classroom, Jose will require multi-sensory presentation of data which includes pictures, incorporating movement, videos and visuals to help him see the material in different formats. Jose will also require assistance with organization of his notebooks and school materials as well as constant check ins to ensure he understands what he is being asked to complete.

Furthermore, as related to social and emotional needs, Jose would benefit from small group instruction as well as peer teaching opportunities. Jose will also benefit from receiving consistent praise to elevate self-esteem and increase confidence in his abilities. Jose would benefit from interacting closely in the classroom with peers whom he has a strong relationship with as well as someone who is a positive role model for him.

In summary, Jose is an emerging bilingual student who was evaluated using the WISC and the WJ IV. Results showed that he was in need of additional supportive services due to his very limited language and cognitive skills. It is important when working with emergent bilingual students to be mindful of the ways that culture, exposure, and socio-economic status impact test outcomes. Although these tools provide baseline information, it is important to couple them with additional testing measures to gain a full scope of the student’s abilities and needs.