American classrooms are increasingly heterogeneous linguistically. If all students are to engage in three-dimensional learning, how are educators making classroom assessments accessible and meaningful for emergent bilingual learners? There are few classroom assessment exemplars that embody the NGSS three-dimensional vision of the "Framework" and fewer that do so with emergent bilinguals in mind. This article describes a literature-based checklist to guide the design of equitable everyday assessment tasks for emergent bilingual learners. The authors developed the SAEBL checklist as a tool for educators and assessment designers so that considerations supporting emergent bilinguals are part of task designs from the start. In this way, the authors expand the ways in which emergent bilinguals' can communicate what they know and can do in science. This checklist aims to support shifts in classroom assessment design and pedagogy in transformative ways that lead to shifts in teachers' ideological stances.