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A r c h i v e d   I n f o r m a t i o n

Appendix C: Accommodations Used by States Table

This Appendix lists many of the accommodations used in large-scale testing for limited English proficient students and students with disabilities. The list is not meant to be exhaustive, and its use in this document should not be seen as an endorsement of any specific accommodations. Rather, the Appendix is meant to provide examples of the types of accommodations that are being used with limited English proficient students and students with disabilities.

Table 1
Accommodations for Limited English Proficient Students

PRESENTATION FORMAT

Translation of directions into native language
Translation of test into native language
Bilingual version of test (English and native language)
Further explanation of directions
Plain language editing
Use of word lists/ dictionaries
Bilingual dictionary
Large print

ADMINISTRATION FORMAT

Oral reading in English
Oral reading in native language
Person familiar to students administers test
Clarification of directions
Use of technology
Alone, in study carrel
Separate room
With small group
Extended testing time
More breaks
Extending sessions over multiple days

RESPONSE FORMAT

Allow student to respond in writing in native language
Allow student to orally respond in native language
Allow student to orally respond in English
Use of technology

OTHER

Out-of-level testing
Alternate scoring of writing test

Adapted from: Council of Chief State School Officers, Annual Survey: State Student Assessment Programs, Washington D.C., 1999

Table 2
Accommodations for Students with Disabilities

PRESENTATION FORMAT

Braille edition
Large-print editions
Templates to reduce visual field
Short-segment testing booklets
Key words highlighted in directions
Reordering of items
Use of spell checker
Use of word lists/dictionaries
Translated into sign language

ADMINISTRATION FORMAT

Oral reading of questions
Use of magnifying glass
Explanation of directions
Audiotape directions or test items
Repeating of directions
Interpretation of directions
Videotape in American Sign Language
Interpreter signs test in front of classroom/student
Signing of directions
Amplification equipment
Enhanced lighting
Special acoustics
Alone in study carrel
Individual administration
In small groups
At home with appropriate supervision
In special education classes separate room
Off campus
Interpreter with teacher facing student; student in front of classroom
Adaptive furniture
Use place marker
Hearing aids
Student wears noise buffers
Administrator faces student
Specialized table
Auditory trainers
Read questions aloud to self
Colored transparency
Assist student in tracking by placing students finger on item
Typewriter device to screen out sounds
Extended testing time
More breaks
Extending sessions over multiple days
Altered time of day that test is administered

RESPONSE FORMAT

Mark responses in booklet
Use template for recording
Point to response
Lined paper
Use sign language
Use typewriter/computer/ word processor
Use Braille writer
Oral response, use of scribe
Alternative response methods, use of scribe
Answers recorded on audiotape
Administrator checks to ensure that student is placing responses in correct area
Lined paper for large script printing
Communication board

OTHER

Out-of level testing

Adapted from: Council of Chief State School Officers, Annual Survey: State Student Assessment Programs, Washington D.C., 1999

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This page last modified January 8, 2001 (ts)