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The ultimate goal is to equip ELLs with appropriate language abilities to be able to take the test without
accommodations. Accommodations should provide the support to help the students’ access the content
and better demonstrate what they know. The secondary student should be included in the decision making
process, when possible and appropriate.
English Language Learners Eligible for Accommodations
Overall New Levels
Old Levels
ELLAccommodations
Level 1—Starting Comprehension may be demonstrated
nonverbally.
Should
participate in the
ESLAlternate Assessment
(includes Form B and
CAT Plus).
Level 2—Emerging
Lexical, syntactic, phonological and
discourse features are
emerging
[matches the
TESOL label emerging for this level].
Errors impede basic communication and
comprehension.
Level 3—Developing
Developing [matches the TESOL label
developing
for this level] the ability to
communicate effectively within the school
context.
Limited range of lexical, syntactic,
phonological and discourse features when
addressing new and familiar topics.
Errors interfere with communication and
comprehension.
May
participate in the
system-wide assessments
with or without
accommodations as
determined by the ESL
Student Team.
Level 4—Expanding
Communicates effectively in English across
a range of grade-level-appropriate language
demands in the school context.
Even though errors occur.
Must
take system-wide
assessments without
accommodations.
Level 5—Bridging
Student communicates effectively in English
with few, if any, errors across a wide range of
grade-level-appropriate language demands in
the school context.
Attention Assessment Administrators
Review the types of identified accommodations
in advance
to determine what will be required.
For example, an assessment that requires students to construct their own responses may necessitate
different accommodations than an assessment that requires only selecting responses to questions
(multiple-choice).
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