Time Extension: Schools may extend the test time for LEP students. Principals may use any reasonable extensions, such as "time and a half" (the required testing time plus one-half of that amount of time), in accordance with their best judgment about the needs of the LEP students. Principals should consult with each student's classroom teacher in making these determinations.

Separate Location: Schools are encouraged to provide optimum testing environment and facilities for LEP students. They may administer State tests to LEP students individually or in small groups in a separate location.

Bilingual Dictionaries and Glossaries: LEP students may use bilingual dictionaries and glossaries when taking these examinations. The bilingual dictionaries and glossaries may provide only direct translations of words. Bilingual dictionaries or glossaries that provide definitions or explanations are not permitted.

Third Reading of Listening Sections: On ELA and English Regents exams, a third reading of listening sections may be administered.

Simultaneous Use of English and Alternative Language Editions: For examinations other than the ELA or English Regents, LEP students may use both an English and an alternative language edition of the test simultaneously. However, they should be carefully instructed to record all of their responses in only one of the two editions. The alternative language edition used by the student should be so indicated on the student's answer document.

Oral Translation for Lower Incidence Languages: Schools may provide LEP students with an oral translation of these examinations when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions; written translations are not allowed. No clarifications or explanations may be provided. The translator should receive a copy of the English edition of the test one hour prior to administration. The Department's Office of Bilingual Education and the Bilingual Education Technical Assistance Centers (BETACs) can assist schools in locating suitable translators.

Writing Responses in the Native Language: LEP students making use of alternative language editions or of oral translations of these examinations may write their responses to the open-ended questions in their native language. Scoring the tests is the responsibility of the school. However, the Department's Office of Bilingual Education and the Bilingual Education Technical Assistance Centers (BETACs) can assist schools in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers.

Welcome to Shenendehowa ESL!

New York State LEP Identification Process

The New York State ESL Learning Standards

The Four Stages of Second Language Acquisition

What Affects English Language Learning?/The Silent Period

Helping LEP Students Adjust to the Classroom

Recommended Classroom Strategies for Teachers Working with ELLs

Challenges in Content Area Learning for ELLS: Reading

Challenges in Content Area Learning for ELLS: Mathematics

Challenges in Content Area Learning for ELLS: Science

Challenges in Content Area Learning for ELLS: Social Studies

Culture in the Classroom

Ten Ways Parents Can Promote Language Learning at Home

The Dos & Don’ts of Working with an Interpreter

Common Questions and Answers concerning ESL

ESL acronyms

Helpful Websites and Shenendehowa ESL teacher contact info

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