Copyright © 2014 by CTB/McGraw-Hill LLC
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Procedure for Additional Accommodations
The accommodation area, type of accommodation, and category designation are listed in this section. This
list of accommodations is not all-inclusive.
In instances when the ESL Student Team chooses to identify
additional accommodations (not listed below), the District CSI/Assessment/Program Evaluation ISS
must be consulted to provide guidance in assigning the appropriate category (see below for category
explanation).
For additional information regarding accommodations, refer to the ESL Program Guide,
Chapter 4,
System-wide Assessment: Accommodations and Alternate Assessment.
Selecting Accommodations
Decisions about the type(s) of accommodations must be made on the basis of both the content and nature
of the assessment and the characteristics of the student. Due to the complexity of learning a second
language, some students may require a combination of various types of accommodations to fully meet their
linguistic needs. Generally, no more than two or three accommodations should be selected.
The following sample questions are designed to help the ESL Student Team consider what linguistic skills
and abilities a student must have acquired to participate in system-wide assessments
General Considerations
• What are the requirements of the test?
• What are the student’s oral, reading, listening, and writing language-proficiency levels?
• How long has the student attended English-speaking schools?
• How long has the student been receiving ESL services?
• How is the student’s English language limitation likely to interfere with performance of the task?
• What accommodations would assist this student to best demonstrate his or her skills and knowledge in
the area covered by the test(s)?
• What type of accommodation does the student routinely use for classroom instruction and testing situations?
• How independent is the student in the use of a particular accommodation now?
• What form of support places the FEWEST demands on the student, allowing the student to focus on the
material itself rather than the processing or response demands?
• Will accommodation(s) affect the integrity of the test?
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