Jointly produced by: Assessing Special Education Students

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Standardization: Students may use a variety of methods to mask content, including masking templates, sticky notes, rulers or straightedges, or blank sheets of paper.
mouse.pngA digital content delivery system may include tools that allow students to mask or hide portions of instructional or test content, as well as the interface, so that the student can focus on content that is of immediate interest. For a test, masking tools should allow students to cover and reveal individual answer options and all navigational buttons and menus. Tools should also be available that allow students to create custom masks that simulate the placement of sticky notes over any sized area of the screen (e.g., a graphic, chart, table, or narrative block of text). Students should be able to move, hide, and reposition any masking element placed on the screen.

Minimize distractions

While students are accessing and interacting with information presented in instructional or test content, some students need help reducing distractions and/or maintaining focus.
Standardization: A teacher or proctor can highlight information, employ visual cues and organizers, monitor placement of responses, and prompt students. Altering the environment in which a student works on instructional or test content can reduce distractions to the student or to classmates.
mouse.png A content and test delivery system could have predefined highlighting, cues, and organizers that can be revealed when a student requests them. The system could be programmed to prompt students after a predefined number of minutes have elapsed since a student interacted with the item. Computer application of these methods to maintain focus standardizes delivery, decreases the burden on teachers and proctors, and empowers the student to access the tools when needed.
Multiple breaks, extended time, and changing the order of activities are also tools to help students maintain focus and can be managed manually on paper or programmed into a computer-based environment. In addition, a student may wear buffers, such as earphones, earplugs, or headphones, to reduce distractions and improve concentration.

Multiple or frequent breaks

Breaks may be given at predetermined intervals or after completion of assignments, tests, or activities. Sometimes a student is allowed to take breaks when individually needed.
Standardization: Test booklets can be divided into shorter sections so students can take a break between sections of a test (sometimes referred to as “short segment test booklets”).
mouse.png The number of items per session can be flexibly defined based on the student’s need. If the length of a break is predetermined, a timer might be used to signal the end of the break.

Read aloud of text

Students with reading-related disabilities may need assistance accessing instructional or test content by having all or portions of the content read aloud.
mouse.png In a computer-based environment, a content and test delivery system could allow students to have text read aloud while being highlighted. Students should be able to select pieces of text to have it reread when requested. A screen reader may also be utilized to read all information on the computer screen. This tool may be very helpful for instruction.
Standardization: A qualified person may be provided to read orally to students who are unable to decode text visually. Readers should use even inflection so that the student does not receive any cues by the way the information is read. It is important for readers to read text word for word exactly as written. Readers may not clarify, elaborate, or provide assistance to students. Readers need to be familiar with the terminology and symbols specific to the content. This is especially important for high school mathematics and science. Readers must be provided to students on an individual basis—not to a group of students. A student should have the option of asking a reader to slow down or repeat text. This cannot occur when a person is reading to an entire group of students.
mouse.png Provide prerecorded human voice recordings or synthesized voice recordings for directions and test items to students. Students benefit by listening to a fully approved, standardized human voice or synthesized voice recordings that have been vetted for correct pronunciation, assuring accurate presentation of words, symbols, and equations. The system should allow students to decide when they want to hear the text read to them and allow them to play sound clips repeatedly. All components of the delivery interface containing text, such as buttons, menu options, and directions, should have read-aloud available for them.

Response assistance

For some students, responding to instructional or test content with text interferes with the construct being measured.

Audio recording: For students who have difficulty generating text in written form, a recording device may also be used to create an audio recording of a student’s narrative response. The oral response can be recorded as an analog or digital file.
Monitor responses: Students who are able to use bubbled answer sheets may benefit from having an adult simply monitor the placement of their responses to ensure they are actually responding to the intended question.
Page turner: The student receives assistance turning the pages of the test booklet.
Responding in test booklet: This accommodation allows a student to write directly in a test booklet rather than on an answer sheet (e.g., scannable bubble sheet).
Pointing: Students who are not able to respond to items in an answer sheet or test booklet can point to responses and have a proctor transcribe the response onto an answer sheet.
Scribe: A scribe is a skilled person who has been trained to write down what a student dictates by an assistive communication device, pointing, sign language, or speech. A scribe may not edit or alter student work in any way and must record word for word exactly what the student has dictated. The student must be able to edit what the scribe has written. Individuals who serve as a scribe need to carefully prepare to assure they know the vocabulary involved and understand the boundaries of the assistance to be provided. The role of the scribe is to write only what is dictated, no more and no less.

mouse.png Assistive communication devices: For students who have difficulty manipulating a mouse or standard keyboard, there are a variety of assistive communication devices that allow them to control a computer program and record responses. These assistive communication devices include Intellikeys, sip-and-puff devices, single switch devices, eye tracking devices, and touch screens. A computer-based content and test delivery system could be programmed to function accurately with any and all assistive communication devices.

Speech-to-Text software: Speech-to-text conversion or voice recognition allows students to use their voices as input devices. Voice recognition may be used to dictate text into the computer or to give commands to the computer (e.g., opening application programs, pulling down menus, or saving work). Older voice recognition applications require each word to be separated by a distinct space. This allows the machine to determine where one word begins and the next stops. This style of dictation is called discrete speech. Continuous speech voice recognition allows students to dictate text fluently into the computer. These new applications can recognize speech at up to 160 words per minute.
Digital recording: For students who have difficulty generating text in written form, a recording device may also be used to create an audio recording of a student’s narrative response. The oral response can be recorded as a digital file by a computer-based content or test delivery system.

Sign interpretation

Some students who are deaf or hard of hearing may need assistance accessing text-based instructional or test content. Access for these students is typically provided through sign language.
Standardization: In a paper-based environment, access to content is provided by having a teacher sign content to an individual student or to a group of students in either ASL or Signed English. Sometimes an interpreter is only needed or allowed to sign instructions and to assist in communication. Some students may need all print materials interpreted while learning to read print. Interpreters need to be able to translate in the same method of sign language typically used by the student (e.g., American Sign Language, Cued Speech). Interpreters must not paraphrase, clarify, elaborate, or provide assistance with the meaning of words, intent of test questions, or responses to test items. Graphic materials may be described but should also be available in print or tactile formats. A standard video presentation of a test in sign language may be used to increase quality, consistency, pacing, and accuracy.
mouse.pngIn a computer-based environment, a content and test delivery system could allow students to have text signed by an avatar or video of human signing. The video and the test content can be viewed in close proximity to each other and to the student. Students can also be provided with individualized control over the size of the video displayed on their computer screen. Segments of video can also be linked to blocks of text or portions of an item (e.g., each answer option) such that a student can click on the text and the associated video is played automatically. Students may view portions of a video as many times as needed.

Special paper

Some students may benefit from having additional paper available to use during instruction or an assessment. This paper may be blank (scratch), lined, graph, or other paper as needed.
Standardization: If paper is provided during an assessment, care must be taken not to violate the security of the test. All paper should be collected at the end of the assessment.
mouse.pngIn a computer-based environment, a content and delivery test system could allow for electronic special paper to be accessed as part of the online platform. In some cases, however, students may require access to paper outside of the testing platform. In these cases, paper must be collected at the end of the assessment.

Spelling/Grammar device/Word prediction software

While responding to instructional or test content, some students need assistance constructing narrative text.
Standardization: Spelling and grammar can be checked with pocket spell checkers. Students enter an approximate spelling and then see or hear the correct spelling or correct use of a word.
mouse.pngStudents who use a word processor may be allowed to use a spell-check or other electronic spelling device. Spell-checking and grammar-checking devices may need to be turned off for writing tests. Students who have difficulty producing text due either to the speed with which they are able to enter keystrokes or who have difficulty with language recall may benefit from word prediction software. Word prediction software presents students with word options based on the partial input of characters and/or context and can be built into a computer-based content delivery system.

Add your state accommodation here

Add your state accommodation here


Best Practices and Allowable Resources for All Students
In instruction, some practices of differentiating instruction or providing resources based on student needs should not be considered accommodations, but rather good instructional practices. Some of these tools and strategies apply to assessment as well.
mouse.pngIn addition, some features of computer-based testing may be resources to be used by all students who want to use them, as long as their use does not violate the construct being measured.
Some examples of good practices might include:

 Access to a clock, watch, or timer

 Allowing the student to sit where he or she is most comfortable

 Having directions read aloud prior to starting a task or test

 Increased white space

 Minimize distractions

 Use of scrap or scratch paper

 Directions are simplified or clarified___________________

 _______________________

 _______________________

Examples of resources for all students may include:

 Highlighter

 Large diameter pencil

 _______________________

 _______________________

 _______________________

 _______________________

Sample Student Profiles
English language- and disability-related needs affecting accommodation decisions

This approach of accounting for varying English language- and disability-related needs for ELLs with disabilities was developed to reinforce the idea that students in each of the four sections will require different instructional support. It also aims to reiterate that educators should fully account for the complexity of both language and disability implications during the instruction and assessment of ELLs with disabilities.

Student Profiles
The following four profiles provide examples of students who might match each quadrant in the figure above. These profiles were drawn from actual student profiles, and identifying information has been removed or changed. These profiles are not meant to be representative, but rather, to highlight the importance of addressing the individual needs of each ELL with a disability.

Student 1: High English Language Needs, Low Disability-related Needs
Ricardo is a fourteen-year-old boy. He is in the seventh grade now and has been in the school district since kindergarten. However, he left for extended periods of time to return to his home country of Peru. Spanish is his first language and the primary language spoken at home.

Ricardo struggled in school academically and socially. Because of his ELL status, it was difficult to determine if his struggle was due to limited English proficiency. Finally in Grade 5, Ricardo’s assessments were ordered in Spanish, and someone was brought in, so the student could be tested in his first language.

Those test results showed that he had a learning disability and, with special education support, he improved both socially and academically. He still struggled with having confidence in his abilities and he read well below his grade level.

The assessment coordinator, John, administered the general assessment with Ricardo. John wanted Ricardo to be able to have individual testing so that he could have all the time he needed. John read the math portion of the test to Ricardo, but he was on his own for the reading section. It was a horrible experience for Ricardo.

The reading section was completed over a week. John gave him multiple breaks, but he could not give Ricardo what he really needed. Ricardo wanted to do well so badly that he spent almost an hour on just one question. He kept trying to reread the passage but could not get through it. There were too many words that he could not read. He was so frustrated. He was in tears, but he refused to just leave it. He said, “I am going to do terrible. I just want to do better.”

This year he was able to complete a partial alternate assessment instead of having to complete the reading portion of the test. He was thrilled when the scores came back, and he had exceeded proficiency. He wouldn’t be able to take the alternate assessment next year, but at least he was successful this year. He was proficient in math and exceeding proficient in reading.

His English test scores were – Speaking: Intermediate; Listening: Basic; Reading: Emergent; and Writing: Emergent. He has made huge gains over the last year, both in his abilities and self-confidence. Ricardo’s teacher is looking forward to the reading and writing portions of the general assessment next year. Hopefully, with another year under his belt and all the accommodations the teacher can offer, the student will feel successful again.

John did not know what could be done so that the test would better reflect the student’s true abilities. He thought that the state tests were not made to accurately assess ELLs or students with disabilities. ELLs also take the English proficiency test every year. He thought that it would be nice if those scores could be used to measure annual progress of ELLs with disabilities instead of the general assessment. John thought that with all of the state assessments, it did not seem like there were real options as far as participation. But he had to administer the assessments.

Questions for Ricardo’s Case:

  1. Do you agree with Ricardo’s placement on the language and disability grid?

  2. What disability-related challenges are apparent for this student?

  3. What language- and culture-related challenges is this student facing?

  4. What instruction and assessment accommodations would be beneficial for this student?

Student 2: High English Language Needs, High Disability-related Needs
Fatima came to the United States with her family as a refugee. She lives in a

“complex” with an extended family. Her mother has a mild intellectual disability. Educators have been unable to communicate with her parents due to their limited knowledge of English. Some intercultural misunderstandings may have occurred. Fatima has been a student in her current district since kindergarten. Throughout her schooling, she has had some challenging behaviors in the classroom. Most notable has been taking things from the teacher and other students (food, pencils, etc.), which has created issues and concerns in her education.

Fatima has attained a reasonable amount of spoken English since she began school in kindergarten, but has very delayed skills in all areas according to grade-level standards. Fatima has a hearing impairment and severe vision impairment, for which she qualifies for special education.

Fatima’s school psychologist is concerned about the validity of Fatima’s assessment results because of the unresolved interaction between her disability and score results. Prior to enrolling in the district, Fatima’s family had not provided any medical interventions. The school obtained permission to take Fatima to an eye doctor. Glasses and vision exercises were prescribed. However, in her native culture it is not permitted to wear glasses. She reported that the first pair of glasses paid for by Health Care system had been lost at home. Fatima then reported that the second pair of glasses, which was paid for by the school, had been broken. The third pair that the teacher paid for personally, had to stay at school, but was thrown away at lunch. Currently, Fatima is not wearing glasses which are an educational need for her. The school plans on getting her another pair when she returns from spring break. Their main focus is on creating a plan so that she will wear them. Fatima is also doing the vision exercises that need to be done daily, four times a day. She mainly does these exercises at school since she rarely remembers to do them at home.

Fatima also has a significant hearing loss. Most of the Assistive Technology suggested to help with this impairment is placed in the ears. The school got a hearing aid for Fatima that can be worn under her headscarf. Her family would prefer that Fatima does not put her headscarf behind her ears. The quality of the sound, however, is not always optimal for the student. The aid provides a more muffled sound than it would if her ears could be out from under the headscarf. Because of these unresolved vision and hearing impairments, the psychologist does not want to conduct assessments with questionable validity.

The school hired interpreters and did home visits to figure out the best way to help Fatima. Every teacher on staff is working to help her. She is still classified as ELL according to her most recent English proficiency test.

Questions for Fatima’s Case:

  1. Do you agree with Fatima’s placement on the language and disability grid?

  2. What disability-related challenges are apparent for this student?

  3. What language- and culture-related challenges is this student facing?

  4. What instruction and assessment accommodations would be beneficial for this student?

Student 3: Low English Language Needs, High Disability-related Needs
Ben is 14 according to his birth certificate. He is in 7th grade. He was adopted from Haiti into a loving family when they think he was 5. He had lived in an orphanage and was malnourished when he came to the United States. He had limited language in his native Haitian Creole and had Peters Anomaly, with only one functioning eye. When he began kindergarten, he did not have any fine motor skills due to low muscle tone and did not appear to have any pre-literacy skills. He was quite passive and loved listening to stories, showing evidence that he came from a language with an oral tradition and had been told some stories in the past. He began to develop a charming personality and seemed to be adapting to his new language, culture, family, school, and environment.

He worked hard at school, had a lot of support as an English language learner, and was assessed for support in Physical and Occupational Therapy. His oral language continued to grow, as evidenced by his English assessment scores; however he was not learning to read and write and began to struggle academically. He received specialized reading and math through Special Education in grades two and three, while remaining in the classroom for the rest of the time. He continued with ESL pull-out and he participated in an after-school reading and writing club. He became a part of the school and community, loved to have people read non-fiction to him, and he was able to discuss what was read when given the opportunity.

The loss of his first language over time seemed to have quite an impact, as he had nothing linguistically to relate to. Most language he used was very concrete, he clung to factual information, and he did not understand inferences or metaphors. He began to lose confidence and became very self-conscious in academic settings. After much testing, he was diagnosed with Intellectual Disability, Attention Deficit Hyperactivity Disorder, and Post Traumatic Stress Disorder. In grades four and five, he was in an intensive self-contained special education program to focus on reading, writing, and math. It was during these years that he began to strengthen his reading and writing skills, but his math skills were far below proficient. Due to a change in location of the program and his schedule, he did not receive ESL programming at this time other than the after-school program and Rosetta Stone. The question of shared support through ESL services and Special Education services resurfaced.

Ben’s mother was frustrated with all the assessments that her son and other ELL students with disabilities had to go through each year. She understood the need to assess, but she felt that there was too much time spent on “teaching to the test,” as well as the days of the actual testing. She wondered about the purpose of the English language test for her son and she is not sure that accommodations are really that helpful. She would rather see educators using that time on appropriate instruction at her son’s developmental level with less formal assessments along the way to show what he was learning, NOT what he couldn’t possibly comprehend on the state-mandated tests. She does feel that the English test is a valid assessment of his language development. She felt that the accommodations that her son had were just something to put on paper, and that it would be more appropriate to use his oral strength and assess him on what he was presently learning. She was worried about Ben’s future and saw that he had a potential six more years before graduating from high school with all of the required assessing. She believed in public education and hoped and expected that he would stay in school. She felt that due to his intellectual challenges, Ben needed to become functional. She was concerned that his self-esteem was affected every time he was put in front of a required test. Ben was receiving community support for his disability. However, the support that Ben needed might be not available if the school didn’t have the data from the assessments.

Questions for Ben’s Case:

  1. Do you agree with Ben’s placement on the language and disability grid?

  2. What disability-related challenges are apparent for this student?

  3. What language- and culture-related challenges is this student facing?

  4. What instruction and assessment accommodations would be beneficial for this student?

Student 4: Low English Language Needs, Low Disability-related Needs
Anna is a Spanish-speaking girl who was administered both the English proficiency assessment test and the general assessment this year. She was very outgoing, thus giving the impression to others that she was performing at a higher level than she actually was. Anna was also very conscientious about making mistakes (or in her case not making them). She came late in the year when testing was already underway. Since Anna entered during the testing window, the school was expected to test her. On the general assessment, it was slightly easier for Anna because the school testing coordinator, Lesley, gave the test, and she was familiar with Lesley. Lesley also let her know that it was okay to be “wrong” or to say she did not know. After half an hour of testing, it became obvious that Anna was just randomly answering questions and did not appear to understand them. Lesley immediately contacted the testing coordinator for the district to inform her that the school had the wrong level of test for Anna. The district testing coordinator assessed the situation, and the teachers were informed that they had to administer the previously selected test for Anna. So, while Anna appeared “okay” taking the test, she often ended up in tears because she knew she did not know the answers. Anna’s parents were from Central America, and they did not speak English at home. It quickly became clear that there were some intercultural misunderstandings. Anna’s parents were quite happy to have their child in a U.S. American school, but did not understand the special education aspect of things (a service not offered where they had lived). So when Anna started having problems in school, her parents did not know what to do and pressured Anna to pass the test. Her parents did not understand the purpose of the test and they were concerned that she had missed several questions. They also became very concerned when she missed several questions. Lesley managed to calm both Anna and her parents, explaining to them that the school would do whatever it could to help Anna learn the material that was difficult for her.
Questions for Anna’s Case:

  1. Do you agree with Anna’s placement on the language and disability grid?

  2. What disability-related challenges are apparent for this student?

  3. What language- and culture-related challenges is this student facing?

  4. What instruction and assessment accommodations would be beneficial for this student?


Accommodation Criteria
Use this form to determine if the student is eligible for instruction and assessment accommodations.
Student: _________________________ Date: __________________________
Person filling out the form: ______________________________________


Yes (please describe)


Can you comment on the student’s overall oral English language proficiency and level of English literacy?

Can you comment on the student’s disability needs?

Has the student taken the English language proficiency test? If so, what is the student’s score?

Are you aware of the language(s) the student speaks in his/her family? If so, please specify the language(s) and the level of the student’s oral proficiency and literacy in the language(s).

Has the student received prior formal education before coming to the U.S.? Have there been gaps or interruptions?

Has the student spent time in English speaking schools prior to enrolling in this school? If so, how much time?

Was the student enrolled in special education programs prior to transferring to this school? If so, please describe.

Do you know how much time the student has spent in your state? Are there mobility issues?

Are you aware of the student’s performance in other content areas and on other tests?

Are there educational resources available to the student in his/her native language?

Are you aware of any aspects of the student’s home culture that may impact the accommodation selection process (taboos, gestures, kinesthetics, etc.)?

Are there any other aspects of the student’s characteristics that should be considered when selecting accommodations for the student?


Do’s and Don’ts When Selecting

Do…make accommodation decisions based on individualized needs (e.g., the student’s amount of time in the country, disability needs).

Don’t…make accommodation decisions based on whatever is easiest to do (e.g., preferential seating).

Do…select accommodations that reduce the effect of the disability and language barrier to access content and demonstrate learning.

Don’t…select accommodations unrelated to documented student learning needs or are intended to give students an unfair advantage.

Do…be certain to document instructional and assessment accommodation(s) on the IEP, 504, or ELL plan.

Don’t…use an accommodation that has not been documented on the IEP, 504, or ELL plan.

Do…be specific about the “Where, When, Who, and How” of providing accommodations.

Don’t…assume that all instructional accommodations are appropriate for use on assessments.

Do…refer to state accommodation policies and understand implications of selections.

Don’t…simply indicate an accommodation will be provided “as appropriate” or “as necessary.”

Do…evaluate accommodations used by the student.

Don’t…check every accommodation possible on a checklist simply to be “safe.”

Do…get input about accommodations from teachers, parents, and students, and use it to make decisions at ELL/IEP or ELL/504 Plan Team meetings.

Don’t…assume the same accommodations remain appropriate year after year.

Do…provide accommodations for assessments routinely used for classroom instruction.

Don’t…provide an assessment accommodation for the first time on the day of a test.

Do…select accommodations based on specific individual needs in each content area.

Don’t…assume certain accommodations, such as a dictionary, are appropriate for every student in every content area.


Accommodations from the Student’s Perspective
Use this questionnaire to collect information about needed accommodations from the student’s perspective. The questions can be completed independently or as part of an interview process. Whatever method is used however, be certain that the student understands the concept of an “accommodation,” providing examples as necessary. Also, provide a list of possible accommodations for English language learners with disabilities to give the student a good understanding of the range of accommodations that may be available.

  1. What parts of learning are easiest for you (i.e., reading, speaking, listening)?


  1. Tell me something in class that you do well.

The things you said you can do well above are your strengths. For example, you may have mentioned vocabulary, grammar, reading, writing, listening, drawing, or doing your homework as some things you can do well. If you said you really like the subject, have a good memory, and work hard in class, these are also examples of your strengths.

  1. What parts of learning are hardest?


  1. Tell me something you do in class that is hard.

The things you said were hardest are areas you need to work on during the school year. For example, you might have listed reading the class textbook, taking tests, listening, remembering new information, doing homework, or doing work in groups. These are all things in which an accommodation may be helpful for you.

  1. In the list that follows, write down all of the challenges you currently have related to learning. Then look at a list of accommodations for English language learners with disabilities. Next to each class, write down what accommodation(s) you think might be helpful for you.


Challenge List

Things that are hard


This questionnaire was adapted from A Student’s Guide to the IEP by the National Dissemination Center for Children with Disabilities ( Retrieved July 28, 2005.


Parent Input on Accommodations
Questions Parents Should Ask about Accommodations in Instruction and Assessments

About Instruction

About Accommodations

• What instructional support does my child

need to access and reach the academic


• What are the tests my child needs to

take, what do they measure (e.g., regular or alternate academic standards), and for what purpose is each given?

• How can my child and I advocate

to receive accommodations/linguistic support not yet provided in instruction?

• Are the accommodations allowed on

state tests also provided for district tests?

• Are the accommodations/linguistic support my child is receiving in instruction meant to be a temporary support? If yes, what is the plan to help determine when to phase them out?

• Can my child participate in part

of an assessment with or without


• How are the various staff members

who work with my child providing

accommodations/linguistic support? (across regular, special education, or other staff)

• Are there consequences for allowing

certain changes to how my child

participates in a test? How will my child’s test scores count?

• What is the setting or model of program support my child receives for instruction?

• Do consequences of accommodations vary by type of test?

Questions for Instruction and Assessment
Is the need for each accommodation documented in my child’s ELL, IEP, or 504 plan?
Are there too many or too few accommodations being provided?
What are my child’s preferences for specific accommodations?
If my child needs accommodations, how will they be provided?
If an accommodation used in instruction is not allowed on a test, is there another allowed option to support the student? If yes, has it been documented and tried in instruction first? If no, how is my child being prepared to work without the accommodation before the test? What evidence is there to know if my child was able to access or use the accommodation provided?

Other questions you may have

Adapted from Minnesota Manual for Accommodations for Students with Disabilities in Instruction and Assessment. Questions are based in part on questions and content from: NCLD’s Parent Advocacy Brief NCLB: Determining Appropriate Assessment Accommodations for Students with Disabilities, and Testing Students With Disabilities: Practical Strategies for Complying With District and State Requirements, 2nd ed. (2003) By Martha Thurlow, Judy Elliott, and James Ysseldyke.


Accommodation Use in the Classroom
Use this chart to track different aspects of how a student uses an accommodation in your classroom. This will help inform decision making on assessment accommodations.
Student: _________________________ Date: __________________________

What accommodation(s) does the student use in the classroom? List them under “accommodation” in the chart. Then follow the questions in the chart.


List Accommodation(s)

1. Is it noted in student’s ELL, IEP, or 504 plan?

2. For what task(s) is it used? (e.g., task type* or content/standard)

3. Does the student use it for that task every time? Note how often.

4. Does the student use it alone or with assistance? (e.g., aide, peers?)

5. Notes: (e.g., does one accommodation seem more effective when used with another on a task, etc.)

*How is taking in or responding to information presented, solving or organizing information accomplished, specific content/standards being learned or assessed, etc.?


After-test Accommodation Questions
Use this form after a test to interview a student about the accommodation(s) provided, used, whether it was useful and whether it should be used again. Also note any adjustments or difficulties experienced by the student in either how the accommodation was administered or in using the accommodation during the assessment.
Student: _________________________

Date: __________________________

Accommodation used: _______________________


Test Taken (List)

Was the accommodation used?


Yes / No

Yes / No

Yes / No

Yes / No

Was the accommodation useful?


Yes / No

Yes / No

Yes / No

Yes / No

Were there any difficulties with the accommodation? (Are adjustments needed)?


Yes / No

Yes / No

Yes / No

Yes / No

Should the accommodation be used again?


Yes / No

Yes / No

Yes / No

Yes / No

Student signature __________________________________________________

TOOL 10:

Assessment Accommodations Plan
Student Information

Name: ______________________________________

Date of Assessment: ___________________________

Name of Assessment: __________________________

Case Information

ESL/Bilingual Teacher: ____________________________________

Special Education Teacher: ___________________________________

School Year: _________________________

Building/School: _________________________

General Education Teacher(s):____________________________________

Accommodations that the student needs for this assessment and date arranged:


Date Arranged






Person responsible for arranging accommodations and due date:

Person Responsible Due Date

Date Arranged






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