Section 8: Accommodations Fact Sheets for English Learners ......Maryland Accommodations Manual for...
12
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012 Issue ID 201207 • Effective Until Superseded 8-1 Section 8 Section 8: Accommodations Fact Sheets for English Learners (ELs) Fact Sheet EL-1 Detailed Documentation for EL Accommodations Permitted on State Content Assessments This Fact Sheet should be used by the EL committee when selecting and documenting accommodations on each English learner’s EL Plan. It contains detailed information on each accommodation allowed for ELs during instruction and assessment, the ELs for which the accommodation is appropriate, and the administration directions and/or requirements for testing. Accommodations Conditions Notations in the columns on the following pages indicate the conditions under which each type of accommodation may be provided. These conditions are defined as: 1. Instruction: Use in Instruction (I) — the accommodation is applicable to instructional situations; 2. Assessment: Standard Administration (A) — the accommodation described is permitted for assessment and results in a standard administration of the assessment; or 3. Not Applicable (N/A) — the accommodation is not applicable to a testing situation. Accommodations Code Each accommodation is assigned a code for use in data capture and analysis. The code will be listed with a number followed by a letter and then the title of the accommodation. For example, 1-F: Human Reader or Audio Recording for Verbatim Reading of Entire Test. The current coding system used for EL accommodations has been updated; however, to ensure continuity with data collecting in previous years, the older coding system is used. Thus, the accommodations codes for ELs in Section 8 are not always sequential and/or may contain gaps. Table Key m Accommodation may be appropriate for use by ELs at this English language proficiency level. l Accommodation is recommended for use by ELs at this English language proficiency level. Not allowed for students at this ELP level. Refer to Section 7/Step 4: Guidance for Individualizing EL Accommodation Selection for an in-depth explanation of accommodations appropriate for ELs based on their English language proficiency.
Transcript of Section 8: Accommodations Fact Sheets for English Learners ......Maryland Accommodations Manual for...
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-1
Se
ctio
n 8
Section 8: Accommodations Fact Sheets for English Learners (ELs)
Fact Sheet EL-1
Detailed Documentation for EL Accommodations Permitted on State Content Assessments
This Fact Sheet should be used by the EL committee when selecting and
documenting accommodations on each English learner’s EL Plan. It contains
detailed information on each accommodation allowed for ELs during instruction
and assessment, the ELs for which the accommodation is appropriate, and the
administration directions and/or requirements for testing.
Accommodations Conditions
Notations in the columns on the following pages indicate the conditions under
which each type of accommodation may be provided. These conditions are
defined as:
1. Instruction: Use in Instruction (I) — the accommodation is applicable to
instructional situations;
2. Assessment: Standard Administration (A) — the accommodation described
is permitted for assessment and results in a standard administration of the
assessment; or
3. Not Applicable (N/A) — the accommodation is not applicable to a testing
situation.
Accommodations Code
Each accommodation is assigned a code for use in data capture and analysis.
The code will be listed with a number followed by a letter and then the title of
the accommodation. For example, 1-F: Human Reader or Audio Recording
for Verbatim Reading of Entire Test. The current coding system used for
EL accommodations has been updated; however, to ensure continuity with
data collecting in previous years, the older coding system is used. Thus, the
accommodations codes for ELs in Section 8 are not always sequential and/or
may contain gaps.
Table Key
mAccommodation may be appropriate for use by ELs at this English
language proficiency level.
lAccommodation is recommended for use by ELs at this English
language proficiency level.
Not allowed for students at this ELP level.
Refer to Section 7/Step 4: Guidance for Individualizing EL Accommodation
Selection for an in-depth explanation of accommodations appropriate for ELs
based on their English language proficiency.
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-2
Se
cti
on
8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
1-F
: H
um
an
Re
ad
er
or
Au
dio
Re
co
rdin
g f
or
Ve
rba
tim
Re
ad
ing
of
En
tire
Te
st
Pe
rmitte
d f
or
EL
on
ly
Acco
mm
od
atio
n
1-F
wa
s p
revio
usly
lab
ele
d w
ith
th
e t
erm
,
“Hu
ma
n R
ea
de
r, A
ud
io,
or
Co
mp
act
Dis
k-
Re
co
rdin
g f
or
Ve
rba
tim
Re
ad
ing
of
the
En
tire
Te
st.”
ml
Th
is a
cco
mm
od
atio
n is in
ten
de
d f
or
EL
s w
ho
are
un
ab
le t
o d
eco
de
or
flu
en
tly r
ea
d E
ng
lish
text
du
e t
o la
ck
of
exp
osu
re t
o t
he
En
glis
h la
ng
ua
ge
. It
may b
e a
pp
rop
ria
te f
or
tho
se
E
Ls w
ho
me
et
on
e o
r m
ore
of
the
fo
llow
ing
cri
teri
a.
1.
A s
tud
en
t m
ay r
ece
ive
th
is
acco
mm
od
atio
n if
his
/he
r E
LP
A
pro
ficie
ncy leve
l is
2 o
r lo
we
r o
n
the
re
ad
ing
an
d w
ritin
g s
ub
tests
.
2.
Stu
de
nts
(a
bove
th
e a
ge
of
7)
wh
o
have
mis
se
d s
ix (
6)
mo
nth
s o
r m
ore
of
form
al sch
oo
ling
pri
or
to
en
rollm
en
t in
a U
S s
ch
oo
l ca
n b
e
co
un
ted
as h
avin
g e
xp
eri
en
ce
d
inte
rru
pte
d s
ch
oo
ling
as
do
cu
me
nte
d v
ia p
are
nt re
po
rtin
g o
r o
n r
eg
istr
atio
n f
orm
s.
3.
Th
e s
tud
en
t h
as little
or
no
lite
racy
in h
is o
r h
er
na
tive
la
ng
ua
ge
.
Use
of
the
ve
rba
tim
re
ad
ing
a
cco
mm
od
atio
n is p
erm
itte
d o
n
all
asse
ssm
en
ts a
s a
sta
nd
ard
a
cco
mm
od
atio
n, w
ith th
e e
xce
ptio
n o
f:
• T
he
Ma
ryla
nd
Sc
ho
ol
As
se
ss
me
nt
(MS
A)
in r
ea
din
g,
gra
de
3 O
NLY
. T
he
gra
de
3
re
ad
ing
MS
A a
sse
sse
s a
stu
de
nt’s a
bili
ty t
o d
eco
de
pri
nte
d
lan
gu
ag
e.
Stu
de
nts
in
gra
de
3
rece
ivin
g t
his
acco
mm
od
atio
n
on
th
e a
sse
ssm
en
t w
ill r
ece
ive
a
sco
re b
ase
d o
n s
tan
da
rds 2
an
d 3
(c
om
pre
he
nsio
n o
f in
form
atio
na
l a
nd
lite
rary
re
ad
ing
ma
teri
al)
bu
t w
ill n
ot
rece
ive
a s
ub
-sco
re
for
sta
nd
ard
1,
ge
ne
ral re
ad
ing
p
roce
sse
s.
Hu
ma
n R
ea
de
r: A
qu
alifie
d p
ers
on
(a
s d
efin
ed
by t
he
C
oo
rdin
atio
n T
AC
M1)m
ay b
e p
rovid
ed
to
re
ad
ora
lly
to s
tud
en
ts w
ho
re
qu
ire
th
e 1
-F a
cco
mm
od
atio
n.
Re
ad
ers
sh
ou
ld u
se
eve
n in
fle
ctio
n s
o t
ha
t th
e s
tud
en
t d
oe
s n
ot
rece
ive
any c
ue
s b
y t
he
way t
he
in
form
atio
n
is r
ea
d.
It is im
po
rta
nt
for
hu
ma
n r
ea
de
rs t
o r
ea
d t
est
ite
ms/q
ue
stio
ns a
nd
text
wo
rd-f
or-
wo
rd e
xa
ctly a
s
wri
tte
n.
Hu
ma
n r
ea
de
rs m
ay n
ot
cla
rify
, e
lab
ora
te,
or
pro
vid
e a
ssis
tan
ce
to
stu
de
nts
. H
um
an
re
ad
ers
n
ee
d t
o b
e f
am
ilia
r w
ith
th
e t
erm
ino
log
y a
nd
sym
bo
ls
sp
ecifi
c t
o t
he
co
nte
nt.
Th
is is e
sp
ecia
lly im
po
rta
nt
for
ma
the
ma
tics a
nd
scie
nce
. G
rap
hic
ma
teri
als
mu
st
be
re
ad
acco
rdin
g t
o t
he
gu
ide
line
s in
dic
ate
d in
th
e T
AC
M
or
Exa
min
er’
s M
an
ua
l fo
r th
e s
pe
cifi
c a
sse
ssm
en
t to
e
nsu
re s
tan
da
rdiz
atio
n o
f th
e a
sse
ssm
en
t. O
nly
pri
nt
lab
els
on
gra
ph
ics c
an
be
re
ad
, a
s o
the
r fe
atu
res o
f th
e
gra
ph
ic w
ou
ld r
eq
uir
e d
escri
ptio
n a
nd
wo
uld
le
nd
to
in
terp
reta
tio
n o
n t
he p
art
of th
e r
ea
de
r and in
valid
ate
the
skill
s b
ein
g a
ssessed. In
additio
n, th
e h
um
an r
eader
must
follo
w the s
cripting r
ule
s in
dic
ate
d in
the v
erb
atim
readin
g
sty
le g
uid
e.
A s
tud
en
t sh
ou
ld h
ave
th
e o
ptio
n o
f a
skin
g a
re
ad
er
to s
low
do
wn
or
rep
ea
t te
xt.
Th
is is d
ifficu
lt w
he
n
a p
ers
on
is r
ea
din
g t
o a
n e
ntire
gro
up
of
stu
de
nts
. H
ow
eve
r, v
erb
atim
re
ad
ing
to
a g
rou
p o
f stu
de
nts
is
pe
rmitte
d in
te
stin
g if
the
acco
mm
od
atio
n is p
rovid
ed
o
n t
ha
t b
asis
du
rin
g r
eg
ula
r o
ng
oin
g in
str
uctio
n.
No
m
ore
th
an
five s
tud
en
ts m
ay b
e g
rouped togeth
er
for
readin
g tests
alo
ud b
y a
hum
an r
eader, s
ince s
tudents
ty
pic
ally
pro
ceed thro
ugh the test at diffe
rent ra
tes.
Stu
dents
gro
uped togeth
er
must be a
ssig
ned the s
am
e
test fo
rm.
1-F
Hu
ma
n R
ea
de
r: F
or
cu
rre
nt o
nlin
e
asse
ssm
ents
, th
is t
yp
e o
f ve
rbatim
re
adin
g
acco
mm
od
atio
n m
ay b
e im
ple
me
nte
d b
y
havin
g th
e a
cco
mm
od
ato
r re
ad e
ith
er
fro
m
the p
ap
er
an
d p
en
cil
test e
ditio
n o
r fr
om
th
e
co
mp
ute
rize
d o
nlin
e te
st.
1-F
Au
dio
Re
co
rdin
g:
Fo
r cu
rre
nt
on
line
a
sse
ssm
en
ts,
this
typ
e o
f ve
rba
tim
re
ad
ing
a
cco
mm
od
atio
n m
ay b
e im
ple
me
nte
d b
y
usin
g t
he
“a
ud
io t
est,”
in w
hic
h d
igita
l a
ud
io
file
s o
f a
re
co
rde
d h
um
an
re
ad
er
are
e
mb
ed
de
d in
th
e c
om
pu
ter-
de
live
red
te
st.
E
ach
stu
de
nt
takin
g t
he
Au
dio
Te
st
will
ne
ed
h
ea
dp
ho
ne
s.
Re
fer
to A
pp
en
dix
J f
or
ad
dit
ion
al
req
uir
em
en
ts
an
d p
roc
ed
ure
s f
or
pro
vid
ing
th
e v
erb
ati
m r
ea
din
g
ac
co
mm
od
ati
on
. In
ad
dit
ion
, h
um
an
re
ad
ers
mu
st
refe
r to
th
e V
erb
ati
m R
ea
din
g S
tyle
Gu
ide
, w
hic
h i
s
po
ste
d i
n t
he
LA
C a
nd
ST
C f
old
ers
on
Do
cu
Sh
are
in
ea
ch
as
se
ss
me
nt
fold
er.
I, A
__________________
1 A
dditio
na
l info
rmatio
n is
ava
ilab
le in
th
e T
est A
dm
inis
tratio
n C
oo
rdin
atio
n M
anu
al p
rovid
ed to e
ach s
ch
oo
l te
st co
ord
inato
r by th
e M
ary
lan
d S
tate
De
pa
rtm
ent of E
du
catio
n fo
r e
ach S
tate
asse
ssm
ent.
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-3
Se
ctio
n 8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
1-G
: H
um
an
Re
ad
er
or
Au
dio
Re
co
rdin
g f
or
Ve
rba
tim
Re
ad
ing
of
Se
lecte
d S
ectio
ns o
f
Te
st
Pe
rmitte
d f
or
EL
on
ly
Acco
mm
od
atio
n
1-G
wa
s p
revio
usly
lab
ele
d w
ith
th
e t
erm
,
“Hu
ma
n R
ea
de
r, A
ud
io,
or
Co
mp
act
Dis
k-
Re
co
rdin
g f
or
Ve
rba
tim
Re
ad
ing
of
Se
lecte
d
Se
ctio
ns o
f Te
st.”
mll
T
his
acco
mm
od
atio
n is a
pp
rop
ria
te
for
EL
s w
ith
ove
rall
En
glis
h
pro
ficie
ncy leve
l o
f in
term
ed
iate
or
ab
ove
. W
hile
th
e E
L m
ay n
ot
ne
ed
assis
tan
ce
with
th
e e
ntire
te
st
(as
giv
en
in
1-F
), t
he
EL
is a
llow
ed
to
req
ue
st
tha
t sp
ecifi
c w
ord
s,
ph
rase
s,
or
se
ctio
ns o
f th
e t
est
be
re
ad
alo
ud
.
Use
of
the
ve
rba
tim
re
ad
ing
acco
mm
od
atio
n is p
erm
itte
d o
n
all
asse
ssm
en
ts a
s a
sta
nd
ard
acco
mm
od
atio
n,
with
th
e e
xce
ptio
n
of:
• T
he
Ma
ryla
nd
Sc
ho
ol
As
se
ss
me
nt
(MS
A)
in r
ea
din
g,
gra
de
3 O
NLY
. T
he
gra
de
3 r
ea
din
g M
SA
asse
sse
s a
stu
de
nt’s a
bili
ty t
o d
eco
de
pri
nte
d
lan
gu
ag
e.
Stu
de
nts
in
gra
de
3
rece
ivin
g t
his
acco
mm
od
atio
n
on
th
e a
sse
ssm
en
t w
ill r
ece
ive
a
sco
re b
ase
d o
n s
tan
da
rds 2
an
d 3
(co
mp
reh
en
sio
n o
f in
form
atio
na
l
an
d lite
rary
re
ad
ing
ma
teri
al)
bu
t w
ill n
ot
rece
ive
a s
ub
-sco
re
for
sta
nd
ard
1,
ge
ne
ral re
ad
ing
pro
ce
sse
s.
Cu
rre
ntly,
if
stu
de
nts
are
te
stin
g o
nlin
e a
nd
usin
g t
he
au
dio
te
st
ve
rsio
n o
f S
tate
asse
ssm
en
ts,
the
1-G
acco
mm
od
atio
n
ca
nn
ot
be
im
ple
me
nte
d b
eca
use
th
e s
tud
en
t
do
es n
ot
have
su
fficie
nt
co
ntr
ol ove
r w
hic
h
po
rtio
ns o
f th
e t
est
are
re
ad
alo
ud
.
A t
es
t e
xa
min
er
or
an
ac
co
mm
od
ato
r m
ay
no
t
rea
d t
he
en
tire
te
st
to a
stu
de
nt
wh
o r
ec
eiv
es
th
is
ac
co
mm
od
ati
on
Re
fer
to A
pp
en
dix
J f
or
ad
dit
ion
al
req
uir
em
en
ts
an
d p
roc
ed
ure
s f
or
pro
vid
ing
th
e v
erb
ati
m r
ea
din
g
ac
co
mm
od
ati
on
. In
ad
dit
ion
, h
um
an
re
ad
ers
mu
st
refe
r to
th
e V
erb
ati
m R
ea
din
g S
tyle
Gu
ide
, w
hic
h i
s
po
ste
d i
n t
he
LA
C a
nd
ST
C f
old
ers
on
Do
cu
Sh
are
in e
ac
h a
ss
es
sm
en
t fo
lde
r.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-4
Se
cti
on
8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
45
RE
LS
1-L
: Text
to S
pe
ech
So
ftw
are
fo
r V
erb
atim
Re
ad
ing
of
En
tire
Te
st
Co
mp
ute
r lit
era
cy
is e
sse
ntia
l fo
r te
xt
to s
pe
ech
so
ftw
are
ap
plic
atio
n u
se
. Text
to s
pe
ech
so
ftw
are
allo
ws s
tud
en
ts t
o
liste
n t
o t
ext
as it
is d
isp
laye
d o
n a
co
mp
ute
r scre
en
.
Pe
rmitte
d f
or
EL
on
ly
Acco
mm
od
atio
n 1
-L
wa
s p
revio
usly
la
be
led
1-M
with
th
e t
erm
“S
cre
en
Re
ad
er
for
Ve
rba
tim
Re
ad
ing
of
the
En
tire
Te
st.”
ml
Text
to s
pe
ech
is a
so
ftw
are
ap
plic
atio
n t
ha
t
co
nve
rts t
ext
to s
yn
the
siz
ed
sp
ee
ch
. T
he
so
ftw
are
allo
ws f
or
ad
justa
ble
vo
ice
, sp
ee
ch
, vo
lum
e,
an
d
sp
ee
d o
f th
e s
pe
ech
ou
tpu
t. T
ext
dis
pla
ye
d c
an
be
en
larg
ed
an
d h
igh
ligh
ted
as it
is r
ea
d.
Mo
st
text
to s
pe
ech
so
ftw
are
allo
ws f
or
rea
din
g a
nd
stu
dy s
kill
s s
up
po
rt a
s w
ell,
su
ch
as v
oic
e/s
ticky
no
tes,
stu
dy s
kill
to
olb
ars
, n
ote
s e
xtr
actio
n,
wo
rd
pre
dic
tio
n,
etc
. S
om
e w
ill r
ea
d w
eb
pa
ge
s a
nd
oth
er
dig
ita
l fo
rma
ts.
Th
is a
cco
mm
od
atio
n is in
ten
de
d f
or
EL
s w
ho
are
un
ab
le t
o d
eco
de
or
flu
en
tly r
ea
d E
ng
lish
text
du
e
to la
ck o
f exp
osu
re t
o t
he
En
glis
h la
ng
ua
ge
. It
may b
e a
pp
rop
ria
te f
or
tho
se
EL
s w
ho
me
et
on
e
or
mo
re o
f th
e f
ollo
win
g c
rite
ria
.
1.
A s
tud
en
t m
ay r
ece
ive
th
is a
cco
mm
od
atio
n if
his
/he
r E
LP
A p
roficie
ncy leve
l is
2 o
r lo
we
r o
n
the
re
ad
ing
an
d w
ritin
g s
ub
tests
.
2.
Stu
de
nts
(a
bove
th
e a
ge
of
7)
wh
o h
ave
mis
se
d
six
(6)
mo
nth
s o
r m
ore
of
form
al sch
oo
ling
pri
or
to e
nro
llme
nt
in a
US
sch
oo
l ca
n b
e c
ou
nte
d
as h
avin
g e
xp
eri
en
ce
d in
terr
up
ted
sch
oo
ling
as d
ocu
me
nte
d v
ia p
are
nt
rep
ort
ing
or
on
reg
istr
atio
n f
orm
s.
3.
Th
e s
tud
en
t h
as little
or
no
lite
racy in
his
or
he
r
na
tive
la
ng
ua
ge
.
Use
of
the
ve
rba
tim
re
ad
ing
acco
mm
od
atio
n
is p
erm
itte
d o
n a
ll a
sse
ssm
en
ts a
s a
sta
nd
ard
acco
mm
od
atio
n,
with
th
e e
xce
ptio
n o
f:
• T
he
Ma
ryla
nd
Sc
ho
ol
As
se
ss
me
nt
(MS
A)
in
rea
din
g,
gra
de
3 O
NLY
. T
he
gra
de
3 r
ea
din
g
MS
A a
sse
sse
s a
stu
de
nt’s a
bili
ty t
o d
eco
de
pri
nte
d la
ng
ua
ge
. S
tud
en
ts in
gra
de
3 r
ece
ivin
g
this
acco
mm
od
atio
n o
n t
he
asse
ssm
en
t
will
re
ce
ive
a s
co
re b
ase
d o
n s
tan
da
rds 2
an
d 3
(co
mp
reh
en
sio
n o
f in
form
atio
na
l a
nd
lite
rary
re
ad
ing
ma
teri
al) b
ut
will
no
t re
ce
ive
a s
ub
-sco
re f
or
sta
nd
ard
1,
ge
ne
ral re
ad
ing
pro
ce
sse
s.
Any t
ext
to s
pe
ech
so
ftw
are
may b
e u
se
d f
or
instr
uctio
n,
bu
t th
e o
nly
text
to s
pe
ech
so
ftw
are
cu
rre
ntly a
llow
ed
an
d s
up
po
rte
d b
y t
he
Sta
te
for
asse
ssm
en
t is
th
e K
urz
we
ilTM 3
00
0.
In
ord
er
for
stu
de
nts
to
use
th
e K
urz
we
ilTM 3
00
0
text
to s
pe
ech
so
ftw
are
fo
r te
stin
g,
stu
de
nts
mu
st
have
use
d t
his
text
to s
pe
ech
so
ftw
are
in in
str
uctio
n a
nd
have
ha
d a
n o
pp
ort
un
ity
to b
eco
me
fa
mili
ar
with
th
e o
pe
ratio
n o
f th
e
Ku
rzw
eilT
M 3
00
0 in
terf
ace
. A
lth
ou
gh
a h
um
an
rea
de
r is
alw
ays p
erm
issib
le t
o d
eliv
er
a
ve
rba
tim
re
ad
ing
acco
mm
od
atio
n,
the
Sta
te
en
co
ura
ge
s t
he
use
of
text
to s
pe
ech
so
ftw
are
on
sta
te t
estin
g t
o p
rom
ote
sta
nd
ard
iza
tio
n o
f
the
ve
rba
tim
re
ad
ing
acco
mm
od
atio
n.
Ple
ase
no
te t
ha
t th
e o
nlin
e a
ud
io t
ests
are
cla
ssifi
ed
as 1
-F b
eca
use
th
e c
om
pu
teri
ze
d
on
line
te
st
ed
itio
n d
oe
s n
ot
cu
rre
ntly h
ave
text
to s
pe
ech
fu
nctio
na
lity a
nd
sim
ply
pro
vid
es a
n
au
dio
re
co
rdin
g o
f a
sta
nd
ard
ize
d r
ea
din
g b
y a
hu
ma
n r
ea
de
r.
Fo
r S
tate
te
stin
g,
Ku
rzw
eil
CD
s m
ust
be
sig
ne
d
ou
t, c
olle
cte
d,
an
d k
ep
t in
a s
ecu
re lo
ca
tio
n a
s
ind
ica
ted
in
th
e T
AC
M f
or
ea
ch
asse
ssm
en
t.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-5
Se
ctio
n 8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
1-M
: Text
to S
pe
ech
So
ftw
are
fo
r V
erb
atim
Re
ad
ing
of
Se
lecte
d S
ectio
ns o
f Te
st
Co
mp
ute
r lit
era
cy is e
sse
ntia
l fo
r te
xt
to s
pe
ech
so
ftw
are
a
pp
lica
tio
n u
se
. Text
to
sp
ee
ch
so
ftw
are
allo
ws
stu
de
nts
to
lis
ten
to
text
as it
is d
isp
laye
d o
n a
co
mp
ute
r scre
en
.
Pe
rmitte
d f
or
EL
on
ly
Acco
mm
od
atio
n 1
-M w
as
pre
vio
usly
la
be
led
1-N
with
th
e t
erm
“S
cre
en
Re
ad
er
for
Ve
rba
tim
Re
ad
ing
fo
r S
ele
cte
d S
ectio
ns o
f th
e
Te
st.”
mll
Th
is a
cco
mm
od
atio
n is a
pp
rop
ria
te
for
EL
s w
ith
ove
rall
En
glis
h
pro
ficie
ncy leve
l o
f in
term
ed
iate
or
ab
ove
. W
hile
th
e E
L m
ay n
ot
ne
ed
assis
tan
ce
with
th
e e
ntire
te
st
(as g
ive
n in
1-F
an
d 1
-L),
th
e E
L
is a
llow
ed
to
re
qu
est
tha
t sp
ecifi
c
wo
rds,
ph
rase
s,
or
se
ctio
ns o
f th
e
test
be
re
ad
alo
ud
.
Fo
r cu
rre
nt
Sta
te a
sse
ssm
en
ts,
if
stu
de
nts
are
te
stin
g o
nlin
e a
nd
usin
g t
he
Ku
rzw
eil
test
ve
rsio
n,
the
1-M
acco
mm
od
atio
n c
an
no
t b
e im
ple
me
nte
d
be
ca
use
th
e s
tud
en
t d
oe
s n
ot
have
su
fficie
nt
co
ntr
ol ove
r w
hic
h p
ort
ion
s o
f
the
te
st
are
re
ad
alo
ud;
the
refo
re,
the
1-G
acco
mm
od
atio
n w
ill n
ee
d t
o b
e
use
d.
I, N
/A
2-A
: S
cri
be
Pe
rmitte
d f
or
EL
on
ly
ml
Th
is a
cco
mm
od
atio
n is in
ten
de
d
for
EL
s w
ho
are
un
ab
le t
o w
rite
in
E
ng
lish
du
e t
o la
ck o
f exp
osu
re t
o
the
En
glis
h la
ng
ua
ge
. It
may b
e
ap
pro
pri
ate
fo
r th
ose
EL
s w
ho
me
et
on
e o
r m
ore
of
the
fo
llow
ing
cri
teri
a.
1.
A s
tud
en
t m
ay r
ece
ive
th
is
acco
mm
od
atio
n if
his
/he
r E
LP
A
pro
ficie
ncy leve
l is
2 o
r lo
we
r o
n
the
re
ad
ing
an
d w
ritin
g s
ub
tests
.
2.
Stu
de
nts
(a
bove
th
e a
ge
of
7)
wh
o
have
mis
se
d s
ix (
6)
mo
nth
s o
r m
ore
of
form
al sch
oo
ling
pri
or
to
en
rollm
en
t in
a U
S s
ch
oo
l ca
n b
e
co
un
ted
as h
avin
g e
xp
eri
en
ce
d
inte
rru
pte
d s
ch
oo
ling
as
do
cu
me
nte
d v
ia p
are
nt re
po
rtin
g o
r o
n r
eg
istr
atio
n f
orm
s.
3.
Th
e s
tud
en
t h
as little
or
no
lite
racy
in h
is o
r h
er
na
tive
la
ng
ua
ge
.
Th
e s
cri
be
fo
r a
stu
de
nt
sh
ou
ld
be
so
me
on
e w
ho
is f
am
ilia
r w
ith
th
e s
tud
en
t’s a
cce
nt
or
me
an
s
of
exp
ressiv
e la
ng
ua
ge
an
d w
ill
reco
gn
ize
th
e w
ord
s a
stu
de
nt
is
sayin
g w
ith
ou
t w
ritin
g d
ow
n u
nu
su
al
ph
on
etic s
pe
llin
gs.
Mu
ch
skill
is invo
lve
d in
be
ing
a s
cri
be
, a
skill
th
at
req
uir
es e
xte
nsiv
e p
ractice
. A
scri
be
may n
ot
ed
it o
r a
lte
r stu
de
nt
wo
rk in
any w
ay a
nd
mu
st
reco
rd w
ord
-fo
r-w
ord
exa
ctly w
ha
t th
e s
tud
en
t h
as
dic
tate
d.
Scri
be
s m
ust
allo
w t
he
stu
de
nt
to r
evie
w
an
d e
dit w
ha
t th
e s
cri
be
ha
s w
ritt
en
. In
div
idu
als
w
ho
se
rve
as a
scri
be
mu
st
assu
re t
ha
t h
e o
r sh
e
kn
ow
s t
he
vo
ca
bu
lary
invo
lve
d a
nd
un
de
rsta
nd
s
the
bo
un
da
rie
s o
f th
e a
ssis
tan
ce
to
be
pro
vid
ed
. T
he
ro
le o
f th
e s
cri
be
is t
o w
rite
wh
at
is d
icta
ted
—
no
mo
re a
nd
no
le
ss.
Th
e s
cri
be
acco
mm
od
atio
n
mu
st
be
ad
min
iste
red
in
a o
ne
-to
-on
e s
ett
ing
so
th
at
oth
er
stu
de
nts
are
no
t a
ble
to
he
ar
the
a
cco
mm
od
ate
d s
tud
en
t’s r
esp
on
se
. R
efe
r to
A
pp
en
dix
I f
or
ad
dit
ion
al
req
uir
em
en
ts a
nd
p
roc
ed
ure
s f
or
a s
cri
be
.
Fo
r stu
de
nts
ta
kin
g a
pa
pe
r te
st,
th
e s
tud
en
t d
icta
tes e
ach
re
sp
on
se
dir
ectly t
o t
he
scri
be
, w
ho
in
tu
rn r
eco
rds t
he
re
sp
on
se
dir
ectly in
to t
he
stu
de
nt's t
est
bo
ok/a
nsw
er
sh
ee
t.
Fo
r th
e o
nlin
e a
sse
ssm
en
ts,
the
scri
be
a
cco
mm
od
atio
n m
ay b
e im
ple
me
nte
d in
o
ne
of
two
ways,
de
pe
nd
ing
on
wh
ich
w
ay b
est
me
ets
th
e n
ee
ds o
f th
e
pa
rtic
ula
r stu
de
nt:
(1)
the
scri
be
may
wri
te in
th
e p
ap
er-
an
d-p
en
cil
test
ed
itio
n
test
bo
ok/a
nsw
er
sh
ee
t, o
r (2
) th
e s
cri
be
m
ay e
nte
r stu
de
nt
resp
on
se
s d
ire
ctly in
to
the
co
mp
ute
r u
sin
g t
he
on
line
te
st
ed
itio
n.
Fo
r b
oth
pa
pe
r a
nd
on
line
te
stin
g,
a s
tud
en
t m
ay o
r m
ay n
ot
req
uir
e
a s
cri
be
to
ma
rk/s
ele
ct
his
or
he
r se
lecte
d r
esp
on
se
ch
oic
es.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-6
Se
cti
on
8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
2-G
: R
esp
on
d o
n T
est
Bo
ok
Pe
rmitte
d f
or
EL
on
ly
Acco
mm
od
atio
n 2
-G
wa
s p
revio
usly
la
be
led
with
th
e t
erm
“R
esp
on
d
on
Te
st
Bo
okle
t.”
mmm
Th
is a
cco
mm
od
atio
n a
llow
s a
stu
de
nt
to
wri
te d
ire
ctly in
a t
est
bo
ok r
ath
er
tha
n o
n a
n
an
sw
er
sh
ee
t (e
.g., s
ca
nn
ab
le “
bu
bb
le”
sh
ee
t).
Stu
de
nts
wh
o d
o n
ot
have
mu
ch
exp
eri
en
ce
w
ith
te
st-
takin
g (
an
d fi
llin
g in
cir
cle
s) m
ay
ne
ed
th
e o
ptio
n o
f w
ritin
g t
he
ir r
esp
on
se
s in
a
no
the
r fo
rma
t.
Fo
r S
tate
asse
ssm
en
ts,
an
elig
ible
te
st
exa
min
er
or
a s
taff
me
mb
er
wo
rkin
g u
nd
er
the
d
ire
ct
su
pe
rvis
ion
of
an
elig
ible
te
st
exa
min
er
mu
st
tra
nscri
be
th
e s
tud
en
t’s r
esp
on
se
s in
to a
re
gu
lar
an
sw
er
bo
ok.
Th
is a
cco
mm
od
atio
n a
llow
s t
he
te
st-
take
r to
in
dic
ate
re
sp
on
se
s d
ire
ctly in
th
e t
est
bo
ok
an
d h
ave
a c
ert
ifie
d t
est
exa
min
er
tra
nsfe
r th
e
resp
on
se
s t
o t
he
re
gu
lar
an
sw
er
do
cu
me
nt
aft
er
the
stu
de
nt
ha
s c
om
ple
ted
th
e t
est.
M
any p
ap
er-
ba
se
d S
tate
te
sts
no
w in
clu
de
a
co
mb
ine
d t
est/
an
sw
er
bo
ok o
n w
hic
h a
ll stu
de
nts
will
re
co
rd t
he
ir r
esp
on
se
s.
Fo
r stu
de
nts
ta
kin
g t
he
MS
A a
nd
/or
MS
A
Scie
nce
, th
ose
te
sts
no
lo
ng
er
have
a
se
pa
rate
an
sw
er
do
cu
me
nt.
On
ly H
SA
/Mo
d-
HS
A h
as a
se
pa
rate
an
sw
er
sh
ee
t.
Th
is a
cco
mm
od
atio
n d
oe
s n
ot
ap
ply
to
on
line
te
stin
g.
I, A
2-H
: M
on
ito
r Te
st
Re
sp
on
se
Pe
rmitte
d f
or
EL
on
ly
lll
Th
is a
cco
mm
od
atio
n is t
o e
nsu
re t
ha
t th
e
stu
de
nt
is m
ark
ing
th
e a
nsw
er
for
the
pro
ble
m
the
stu
de
nt
inte
nd
s t
o a
nsw
er.
Fo
r exa
mp
le,
a
stu
de
nt
may a
ccid
en
tally
pu
t tw
o a
nsw
ers
fo
r o
ne
pro
ble
m o
n t
he
sa
me
lin
e o
r a
ccid
en
tally
skip
a q
ue
stio
n.
Stu
de
nts
wh
o a
re a
ble
to
u
se
bu
bb
led
an
sw
er
sh
ee
ts m
ay b
en
efit
fro
m
havin
g a
n a
du
lt s
imp
ly m
on
ito
r th
e p
lace
me
nt
of
the
ir r
esp
on
se
s t
o e
nsu
re t
ha
t th
ey a
re
actu
ally
re
sp
on
din
g t
o t
he
in
ten
de
d q
ue
stio
n.
Fo
r S
tate
asse
ssm
en
ts,
the
te
st
exa
min
er
or
assig
ne
d a
cco
mm
od
ato
r m
on
ito
rs p
rop
er
pla
ce
me
nt
of
stu
de
nt
resp
on
se
s o
n a
te
st
bo
ok/a
nsw
er
sh
ee
t. T
he
te
st
exa
min
er
or
assig
ne
d a
cco
mm
od
ato
r ca
nn
ot
assis
t th
e
stu
de
nt
with
ch
an
gin
g a
re
sp
on
se
to
th
e
co
rre
ct
an
sw
er.
Th
is a
cco
mm
od
atio
n d
oe
s n
ot
ap
ply
to
on
line
te
stin
g.
I, A
2-M
: G
rap
hic
Org
an
ize
r
Pe
rmitte
d f
or
EL
on
ly
mmm
Gra
phic
org
aniz
ers
help
stu
dents
arr
ange
in
form
atio
n in
to p
attern
s in
ord
er to
org
aniz
e their
work
and s
tay
focused o
n the c
onte
nt. G
raphic
org
aniz
ers
are
especia
lly h
elp
ful f
or w
ritin
g
report
s and e
ssays, sequencin
g in
form
atio
n,
and r
ecalli
ng o
r re
trie
vin
g in
form
atio
n. S
em
antic
m
appin
g s
oft
ware
is n
ow
ava
ilable
to e
nable
stu
dents
to u
nders
tand a
narr
ativ
e s
tory
or w
ritin
g
ele
ments
thro
ugh g
raphic
s.
Gra
ph
ic o
rga
niz
ers
are
vis
ua
l re
pre
se
nta
tio
ns
of
a t
ext
or
a t
op
ic.
Org
an
ize
rs p
rovid
e s
tep
s
or
fra
me
s f
or
stu
de
nts
to
id
en
tify
pe
rtin
en
t fa
cts
, to
org
an
ize
in
form
atio
n,
an
d t
o r
eco
rd
rela
tio
nsh
ips b
etw
ee
n f
acts
an
d id
ea
s w
ith
in
a le
arn
ing
ta
sk.
Org
an
ize
rs o
ffe
r a
n e
ntr
y
po
int
into
co
mp
lex m
ate
ria
l fo
r vis
ua
l le
arn
ers
to
in
cre
ase
co
mp
reh
en
sio
n a
nd
re
ten
tio
n.
Gra
ph
ic o
rga
niz
ers
have
ma
ny n
am
es
Fo
r S
tate
asse
ssm
en
ts,
gra
ph
ic o
rga
niz
ers
m
ust
be
in
th
e f
orm
of
a h
an
d-o
ut
for
a
pa
rtic
ula
r stu
de
nt’s u
se
on
ly;
it m
ay n
ot
be
a
cce
ssib
le t
o o
the
r stu
de
nts
.
Gra
ph
ic o
rga
niz
ers
sh
ou
ld b
e g
en
eri
c w
ith
ou
t la
be
ls,
cu
es,
or
instr
uctio
ns.
If la
be
ls o
r cu
es
are
use
d,
they s
ho
uld
no
t co
mp
rom
ise
co
nte
nt
kn
ow
led
ge
ba
se
d o
n a
sse
ssm
en
t lim
its o
r b
e
a t
ea
ch
ing
to
ol, b
ut
sh
ou
ld o
ffe
r a
n e
ntr
y p
oin
t in
to c
om
ple
x m
ate
ria
l fo
r le
arn
ers
.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-7
Se
ctio
n 8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
inclu
din
g v
isu
al m
ap
s,
min
d m
ap
pin
g,
kn
ow
led
ge
ma
ps,
co
nce
pt
ma
ps,
sto
ry m
ap
s,
co
gn
itiv
e o
rga
niz
ers
, a
dva
nce
org
an
ize
rs,
or
co
nce
pt
dia
gra
ms.
Th
e p
urp
ose
is t
o
aid
me
mo
ry/r
etr
ieva
l w
he
n h
igh
er
tho
ug
ht
pro
ce
sse
s a
re invo
lve
d (
e.g
., r
etr
ieva
l cu
es
to m
ake
a d
ata
in
str
um
en
t, s
uch
as a
box
an
d w
his
ke
r p
lot,
on
a g
rap
hic
ca
lcu
lato
r
in a
da
ta p
rob
lem
th
at
req
uir
es a
nsw
eri
ng
qu
estio
ns a
rou
nd
ce
ntr
al te
nd
en
cy).
Th
e
cu
es u
se
d s
ho
uld
be
de
pe
nd
en
t o
n p
rio
r
co
nte
nt
kn
ow
led
ge
or
pri
or
ca
lcu
lato
r u
se
an
d
sh
ou
ld n
ot
be
a t
ea
ch
ing
to
ol, b
ut
a r
etr
ievin
g
acco
mm
od
atio
n.
Wh
en
stu
de
nts
te
st
on
line
, o
nly
ha
rd-c
opy g
rap
hic
org
an
ize
rs m
ay
be
use
d s
ince
th
e o
nlin
e t
estin
g
pla
tfo
rm s
yste
m d
oe
s n
ot
pro
vid
e
ele
ctr
on
ic g
rap
hic
org
an
ize
rs.
I, A
2-Q
: U
se
of
pu
blis
he
d
wo
rd-t
o-w
ord
bili
ng
ua
l
dic
tio
na
ry
Pe
rmitte
d f
or
EL
an
d
RE
L
mlll
Mo
st
ap
pro
pri
ate
fo
r stu
de
nts
wh
o h
ave
an
in
term
ed
iate
or
mo
re a
dva
nce
d leve
l o
f
En
glis
h la
ng
ua
ge
pro
ficie
ncy a
nd
have
lite
racy
skill
s in
th
e n
ative
la
ng
ua
ge
.
Fo
r S
tate
Asse
ssm
en
ts,
ele
ctr
on
ic b
ilin
gu
al
dic
tio
na
rie
s a
re n
ot
allo
we
d;
ho
weve
r, t
hey
ca
n b
e u
se
d d
uri
ng
in
str
uctio
n.
I, A
3-A
: E
xte
nd
ed
tim
e
Pe
rmitte
d f
or
EL
an
d
RE
L
llll
EL
s m
ay r
eq
uir
e e
xte
nd
ed
tim
e b
eyo
nd
wh
at
is a
llott
ed
to
th
eir
na
tive
En
glis
h-s
pe
akin
g
cla
ssm
ate
s.
Exte
nd
ed
tim
e m
ay r
eq
uir
e a
stu
de
nt’s
EL
co
mm
itte
e t
o d
ete
rmin
e a
fa
irly
sp
ecifi
c a
mo
un
t o
f extr
a t
ime
to
co
mp
lete
a
ssig
nm
en
ts,
pro
jects
, a
nd
te
sts
. F
or
exa
mp
le,
a p
art
icu
lar
stu
de
nt
may c
usto
ma
rily
re
ce
ive
tim
e a
nd
on
e h
alf.
Th
is m
ea
ns t
ha
t a
stu
de
nt
is a
llow
ed
90
min
ute
s t
o t
ake
a t
est
tha
t n
orm
ally
ha
s a
60
-min
ute
lim
it.
De
cis
ion
s r
eg
ard
ing
exte
nd
ed
tim
e m
ust
be
ma
de
on
a c
ase
-by-c
ase
ba
sis
, ke
ep
ing
in
min
d t
he
typ
e o
f a
cco
mm
od
atio
ns b
ein
g
pro
vid
ed
an
d t
he
typ
e o
f a
ssig
nm
en
ts,
tests
, a
nd
activitie
s.
Usu
ally
“u
nlim
ite
d”
tim
e is n
ot
ap
pro
pri
ate
or
fea
sib
le.
So
me
tim
es s
tud
en
ts
wh
o r
eq
uir
e e
xte
nd
ed
tim
e e
nd
up
no
t n
ee
din
g
it b
eca
use
of
the
re
du
ctio
n in
an
xie
ty ju
st
kn
ow
ing
th
at
ple
nty
of
tim
e is a
va
ilab
le.
Stu
de
nts
wh
o h
ave
to
o m
uch
tim
e m
ay lo
se
in
tere
st
an
d m
otiva
tio
n t
o d
o t
he
ir b
est
wo
rk.
Th
e e
xte
nd
ed
tim
e a
cco
mm
od
atio
n m
ust
be
g
ive
n in
on
e c
on
tin
uo
us b
lock o
f tim
e.
Th
e
stu
de
nt
with
exte
nd
ed
tim
e c
an
no
t b
e t
old
to
clo
se
th
e b
oo
k a
t th
e e
nd
of
the
sta
nd
ard
se
ssio
n t
estin
g t
ime
an
d t
he
n b
e b
rou
gh
t b
ack
to t
ha
t se
ssio
n a
t a
la
ter
tim
e t
o c
om
ple
te
the
exte
nd
ed
tim
e a
cco
mm
od
atio
n.
Sp
ecia
l a
tte
ntio
n m
ust
be
co
nsid
ere
d w
he
n a
rra
ng
ing
te
stin
g g
rou
ps t
o e
nsu
re t
ha
t stu
de
nts
with
ou
t th
e e
xte
nd
ed
tim
e a
cco
mm
od
atio
n d
o n
ot
rece
ive
mo
re t
ha
n t
he
sp
ecifi
ed
te
stin
g t
ime
sta
ted
in
th
e E
xa
min
er’
s M
an
ua
l fo
r e
ach
a
sse
ssm
en
t.
Exte
nd
ed
tim
e is u
se
d f
or
ea
ch
se
ssio
n/p
art
of
an
ad
min
istr
ate
d t
est.
Te
st
exa
min
ers
may n
ot
exte
nd
a t
estin
g s
essio
n o
ve
r m
ultip
le d
ays.
If
a s
tud
en
t is
un
ab
le t
o c
om
ple
te m
ultip
le t
est
se
ssio
ns/p
art
s in
on
e d
ay d
ue
to
th
e a
mo
un
t exte
nd
ed
tim
e r
eq
uir
ed
, th
en
th
e m
ultip
le-d
ay
acco
mm
od
atio
n m
ay b
e a
pp
rop
ria
te f
or
the
stu
de
nt.
If a
stu
de
nt
ha
s e
xte
nd
ed
tim
e d
ocu
me
nte
d
on
his
/he
r E
L P
lan
an
d t
he
“exte
nd
ed
tim
e”
exce
ed
s t
he
te
stin
g s
essio
n,
on
ce
th
e s
tud
en
t co
mp
lete
s t
he
“se
ssio
n/p
art
” th
e t
est exa
min
er
ca
n m
ove
on
to
th
e n
ext
se
ssio
n/
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-8
Se
cti
on
8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
Te
ach
er
an
d t
est
exa
min
ers
mu
st
ma
ke
ce
rta
in t
ha
t th
e e
xte
nd
ed
tim
e a
cco
mm
od
atio
n
is s
ele
cte
d w
he
n o
the
r a
cco
mm
od
atio
ns s
uch
as h
um
an
re
ad
er,
text
to s
pe
ech
so
ftw
are
, o
r
scri
be
, w
hic
h m
ay in
cre
ase
th
e t
ime
ne
ed
ed
for
the
stu
de
nt
to r
esp
on
d a
re c
ho
se
n.
pa
rt/b
rea
k e
tc., o
r m
ove
on
to
th
e n
ext
ph
ase
in
th
e t
estin
g p
roce
ss (
i.e
., t
ake
bre
ak,
pro
ce
ed
with
en
d o
f te
st
day p
roce
du
res,
etc
.).
Ea
ch
stu
de
nt's E
L P
lan
mu
st
do
cu
me
nt
the
am
ou
nt
of
exte
nd
ed
tim
e t
yp
ica
lly r
eq
uir
ed
fo
r
asse
ssm
en
ts.
EL
co
mm
itte
e s
ho
uld
de
term
ine
the
ro
utin
e f
or
pro
vid
ing
exte
nd
ed
tim
e t
o
stu
de
nts
.
If a
stu
de
nt's E
L P
lan
do
es n
ot
sp
ecif
y t
he
am
ou
nt
of
exte
nd
ed
tim
e g
ive
n t
o a
stu
de
nt
du
rin
g a
n a
sse
ssm
en
t, t
he
n t
he
te
st
exa
min
er
sh
ou
ld w
ork
with
th
e s
ch
oo
l te
st
co
ord
ina
tor
to
en
su
re t
ha
t p
ara
me
ters
are
esta
blis
he
d a
he
ad
of
testin
g.
Fo
r exa
mp
le,
on
ce
th
e s
tud
en
t
clo
se
s t
he
te
st b
oo
k, th
is is t
he
te
st exa
min
er'
s
cu
e t
ha
t th
e s
tud
en
t h
as c
om
ple
ted
th
e
se
ssio
n.
Wh
en
ad
min
iste
rin
g t
he
exte
nd
ed
tim
e d
uri
ng
sta
te a
sse
ssm
en
ts,
it is im
pe
rative
for
the
sch
oo
l te
st
co
ord
ina
tor
to c
are
fully
pla
n a
he
ad
of
tim
e in
ord
er
to b
e p
rep
are
d t
o
ad
min
iste
r th
e a
sse
ssm
en
t.
Re
fer
to A
pp
en
dix
K:
Gu
ida
nc
e f
or
Se
lec
tin
g,
Tra
inin
g,
an
d A
dm
inis
teri
ng
the
Ex
ten
de
d T
ime
Ac
co
mm
od
ati
on
fo
r
ad
dit
ion
al
info
rma
tio
n r
eg
ard
ing
th
e 3
-A
ac
co
mm
od
ati
on
.
3-B
: M
ultip
le o
r
Fre
qu
en
t B
rea
ks
Pe
rmitte
d f
or
EL
an
d
RE
L
mmmm
EL
s m
ay r
eq
uir
e m
ore
bre
aks b
eyo
nd
wh
at
is p
rovid
ed
to
th
eir
na
tive
En
glis
h-s
pe
akin
g
cla
ssm
ate
s.
Bre
aks a
re a
llow
ed
an
d m
ay b
e g
ive
n a
t
pre
de
term
ine
d in
terv
als
or
aft
er
co
mp
letio
n o
f
assig
nm
en
ts,
tests
, o
r a
ctivitie
s.
So
me
tim
es t
est
bo
oks a
re d
ivid
ed
in
to
sh
ort
er
se
ctio
ns s
o t
ha
t stu
de
nts
ca
n t
ake
a
bre
ak b
etw
ee
n s
ectio
ns o
f a
te
st
(so
me
tim
es
refe
rre
d t
o a
s “
sh
ort
se
gm
en
t te
st
bo
oks”)
. If
the
le
ng
th o
f a
bre
ak is p
red
ete
rmin
ed
, a
tim
er
mig
ht
be
use
d t
o s
ign
al th
e e
nd
of
the
bre
ak.
Bre
aks d
uri
ng
te
stin
g m
ust
be
su
pe
rvis
ed
in
ord
er
to m
ain
tain
te
st
se
cu
rity
.
I, A
3-C
: C
ha
ng
e S
ch
ed
ule
or
Ord
er
of
Activitie
s –
Exte
nd
ed
Ove
r M
ultip
le
Days
Pe
rmitte
d f
or
EL
on
ly
mmm
If p
ossib
le,
sch
ed
ule
te
sts
an
d a
ctivitie
s t
ha
t
req
uir
e f
ocu
se
d a
tte
ntio
n a
t th
e t
ime
of
day
wh
en
a s
tud
en
t is
mo
st
like
ly t
o d
em
on
str
ate
pe
ak p
erf
orm
an
ce
. S
tud
en
ts a
re a
llow
ed
to c
om
ple
te a
ctivitie
s a
nd
ta
ke
te
sts
ove
r
mu
ltip
le d
ays—
co
mp
letin
g a
po
rtio
n e
ach
day.
Th
is is u
su
ally
do
ne
to
re
du
ce
fa
tig
ue
.
Wh
en im
ple
me
ntin
g th
is a
cco
mm
od
atio
n
for
testin
g, te
st exa
min
ers
, S
TC
s, a
nd L
AC
s
mu
st ta
ke a
pp
rop
riate
pre
cau
tio
ns to e
nsu
re
that se
cu
rity
of te
st ite
ms is n
ot co
mp
rom
ise
d
an
d th
at stu
de
nts
are
not p
erm
itte
d to r
etu
rn
to a
te
st se
ctio
n w
hic
h w
as c
om
ple
ted o
n a
pre
vio
us d
ay.
Sta
te a
sse
ssm
ents
are
usu
ally
co
mp
ose
d o
f seve
ral b
locks o
f ite
ms c
alle
d
“se
ssio
ns o
r p
art
s.”
If a te
st exte
nd
s o
ve
r
mu
ltip
le d
ays, th
e s
tud
ent is
not a
llow
ed to
exte
nd a
sin
gle
se
ssio
n o
ve
r m
ultip
le d
ays. T
he
test, th
ere
fore
, m
ust b
e d
istr
ibu
ted s
uch th
at
any g
ive
n s
essio
n is c
om
ple
ted w
ith
in o
ne d
ay.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-9
Se
ctio
n 8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
Acco
mm
od
atio
n 3
-C is n
ot
pe
rmitte
d f
or
the
Hig
h S
ch
oo
l A
sse
ssm
en
ts u
nle
ss ju
stifie
d in
wri
tin
g b
y t
he
sch
oo
l a
nd
sp
ecifi
ca
lly a
pp
rove
d
by b
oth
th
e L
oca
l S
ch
oo
l S
yste
m a
nd
th
e
MS
DE
. R
efe
r to
To
ol S
WD
-7 in
Se
ctio
n 6
fo
r
mo
re in
form
atio
n.
3-D
: C
ha
ng
e S
ch
ed
ule
or
Ord
er
of
Activitie
s –
With
in O
ne
Day
Pe
rmitte
d f
or
EL
an
d
RE
L
mmmm
If p
ossib
le,
sch
ed
ule
te
sts
an
d a
ctivitie
s t
ha
t
req
uir
e f
ocu
se
d a
tte
ntio
n a
t th
e t
ime
of
day
wh
en
a s
tud
en
t is
mo
st
like
ly t
o d
em
on
str
ate
pe
ak p
erf
orm
an
ce
.
Wh
en
im
ple
me
ntin
g t
his
acco
mm
od
atio
n f
or
testin
g,
test
exa
min
ers
, S
TC
s,
an
d L
AC
s m
ust
take
ap
pro
pri
ate
pre
ca
utio
ns t
o e
nsu
re t
ha
t
se
cu
rity
of
test
ite
ms is n
ot
co
mp
rom
ise
d a
nd
tha
t stu
de
nts
are
no
t p
erm
itte
d t
o r
etu
rn t
o a
test
se
ssio
n/p
art
wh
ich
wa
s c
om
ple
ted
du
rin
g
a p
revio
us p
ort
ion
of
the
te
stin
g d
ay.
Stu
de
nts
wh
o r
eq
uir
e
acco
mm
od
atio
n 3
-D m
ust
take
th
e
pa
pe
r-a
nd
-pe
ncil
test
ed
itio
n,
as t
his
acco
mm
od
atio
n is n
ot
fea
sib
le u
sin
g
the
cu
rre
nt
on
line
te
st
de
live
ry
syste
m.
I, A
4-A
: R
ed
uce
Dis
tra
ctio
ns t
o t
he
Stu
de
nt
Pe
rmitte
d f
or
EL
an
d
RE
L
mmmm
A s
ett
ing
acco
mm
od
atio
n t
o r
ed
uce
dis
tra
ctio
ns w
ou
ld a
llow
a s
tud
en
t to
do
ind
ivid
ua
l w
ork
or
take
te
sts
in
a d
iffe
ren
t
loca
tio
n,
usu
ally
in
a p
lace
with
fe
w o
r n
o
oth
er
stu
de
nts
. C
ha
ng
es m
ay a
lso
be
ma
de
to
a s
tud
en
t’s lo
ca
tio
n w
ith
in a
ro
om
.
A s
tud
en
t w
ho
is e
asily
dis
tra
cte
d m
ay n
ot
wa
nt
to s
it n
ea
r w
ind
ow
s,
do
ors
, o
r p
en
cil
sh
arp
en
ers
. S
ittin
g n
ea
r th
e t
ea
ch
er’
s
de
sk o
r in
th
e f
ron
t o
f a
cla
ssro
om
may b
e
he
lpfu
l fo
r so
me
stu
de
nts
. S
ittin
g c
lose
to
the
sp
ea
ke
r a
nd
aw
ay f
rom
ba
ckg
rou
nd
no
ise
s m
ay b
e h
elp
ful. P
hysic
ally
en
clo
se
d
cla
ssro
om
s (
cla
ssro
om
s w
ith
fo
ur
wa
lls)
may
be
mo
re a
pp
rop
ria
te t
ha
n o
pe
n c
lassro
om
s,
an
d s
tud
y c
arr
els
mig
ht
als
o b
e h
elp
ful fo
r
stu
de
nts
wh
o a
re e
asily
dis
tra
cte
d.
So
me
stu
de
nts
co
nce
ntr
ate
be
st
wh
ile w
ea
rin
g
no
ise
bu
ffe
rs s
uch
as e
arp
ho
ne
s,
ea
rplu
gs,
or
he
ad
ph
on
es.
EL
s m
ay n
ee
d t
o h
ave
asse
ssm
en
ts a
dm
inis
tere
d b
y t
he
ir r
eg
ula
r
ES
OL
te
ach
er
in o
rde
r to
ma
xim
ize
la
ng
ua
ge
co
mp
reh
en
sib
ility
.
I, A
4-B
: R
ed
uce
Dis
tra
ctio
ns t
o O
the
r
Stu
de
nts
Pe
rmitte
d f
or
EL
on
ly
mmm
A s
ett
ing
acco
mm
od
atio
n s
ho
uld
be
co
nsid
ere
d f
or
stu
de
nts
re
ce
ivin
g h
um
an
rea
de
r, s
cri
be
, o
r o
the
r a
cco
mm
od
atio
ns t
ha
t
may d
istr
act
oth
er
stu
de
nts
in
th
e c
lassro
om
or
testin
g s
itu
atio
n.
I, A
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-10
Se
cti
on
8
Ac
co
mm
od
ati
on
Ac
co
mm
od
ati
on
s b
as
ed
on
Ove
rall
En
gli
sh
La
ng
ua
ge
Pro
fic
ien
cy
Leve
lsG
uid
an
ce
fo
r S
ele
cti
ng
Ac
co
mm
od
ati
on
Ad
min
istr
ati
on
Dir
ec
tio
ns
/Re
qu
ire
me
nts
Co
nd
itio
ns
for
Us
e i
n
Ins
tru
cti
on
an
d
As
se
ss
me
nt
1 a
nd
2
3 a
nd
4
5R
EL
s
5-A
: U
niq
ue
Acco
mm
od
atio
n 5
-A
wa
s p
revio
usly
la
be
led
1-R
, 2
-O,
3-E
, a
nd
4-E
w
ith
th
e t
erm
“O
the
r.”
Un
iqu
e a
cco
mm
od
atio
ns n
ot
sp
ecifi
ca
lly
me
ntio
ne
d a
bove
may b
e u
se
d f
or
instr
uctio
n.
Un
iqu
e a
cco
mm
od
atio
ns u
se
d f
or
sta
te
asse
ssm
en
ts m
ust
be
ap
pro
ve
d b
y
the
MS
DE
’s D
ivis
ion
of
Acco
un
tab
ility
,
Asse
ssm
en
t a
nd
Da
ta S
yste
ms a
nd
th
e
MS
DE
’s D
ivis
ion
of
Instr
uctio
n,
Instr
uctio
na
l
Pro
gra
ms/E
L T
itle
III
sta
ff,
or
oth
er
ap
pro
pri
ate
Sta
te s
taff
.
Th
e u
niq
ue
acco
mm
od
atio
n m
ust
be
su
bm
itte
d t
o t
he
MS
DE
by t
he
LA
C a
t le
ast
six
we
ek
s p
rio
r to
te
stin
g t
o e
nsu
re a
fin
al
MS
DE
re
sp
on
se
is r
ece
ive
d b
efo
re t
estin
g
be
gin
s.
Re
fer
to A
pp
en
dix
E f
or
the
fo
rm.
De
term
ine
d o
n a
ca
se
-by-c
ase
ba
sis
in c
on
su
lta
tio
n w
ith
the
MS
DE
.
mA
cco
mm
od
atio
n m
ay b
e a
pp
rop
riate
fo
r u
se
by E
Ls a
t th
is E
ng
lish
lan
gu
ag
e p
roficie
ncy leve
l.
lA
cco
mm
od
atio
n is r
eco
mm
en
de
d f
or
use
by E
Ls a
t th
is E
ng
lish
lan
gu
ag
e p
roficie
ncy leve
l.
Not
allo
we
d f
or
stu
de
nts
at
this
EL
P leve
l.
Refe
r to
Sectio
n 7
/Ste
p 4
: G
uid
ance for In
div
idualiz
ing E
L A
ccom
modatio
n S
ele
ctio
n
for
an in
-depth
expla
natio
n o
f accom
modatio
ns a
ppro
priate
for
ELs b
ased o
n t
heir
Englis
h la
nguage p
roficie
ncy.
Ta
ble
Key
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-11
Se
ctio
n 8
Sample Strategies for Differentiated Instruction and Accommodations Permitted on State Content Assessments
The purpose of this chart is to demonstrate the parallel between differentiated instructional strategies for English
learners and allowable state content assessment accommodations for ELs. The chart includes a sample of
essential strategies recommended for providing differentiated instruction for English learners across all content
areas. This document may be useful in guiding the discussions of the EL committee to determine the instructional
differentiation that relates to the applicable accommodations for school-based and county- and state-mandated
assessments.
Fact Sheet EL-2
CategoryStrategies for
Differentiated Instruction
State Testing
Permitted Accommodations*
Direct
Linguistic
Support in
English:
Oral/Written
• Provide ample repetition of language and
tasks: repeat, restate, rephrase, review, and
reread
• Keep explanations and directions brief
and concise—focus on key concepts and
vocabulary
• Highlight and explicitly teach key vocabulary
needed to accomplish the assigned task
• Enhance oral presentations with nonverbal
(e.g., visual) and written support, graphic
organizers, and modeling
• Allow students time to check and discuss
understanding of directions and material with
peers
• Present material through multiple,diverse
modes, using audiovisual and other
technology (e.g., audio-books)
• Introduce and develop new vocabulary by
using visual aids
• Use of electronic devices to present content
to students
• Allow ongoing use of bilingual dictionaries
during reading and writing assignments in
order to clarify meaning when possible
• Use leveled texts or adapt texts by
shortening or simplifying language to make
the content more accessible
• Use technology and multimedia (e.g.,
software such as Inspiration, books on tape,
etc.) and graphic organizers
• Human reader or audio recording for
verbatim reading of entire test
• Human reader or audio recording for
verbatim reading of selected sections of test
• Text to speech software for verbatim reading
of entire test
• Scribe
• Published word-to-word bilingual dictionary
__________________
*Additional accommodations may be provided for ELs with IEPs or 504 Plans.
Maryland Accommodations Manual for Use in Instruction and Assessment - Official as of 7/2/2012
Issue ID 201207 • Effective Until Superseded
8-12
Se
cti
on
8
Fact Sheet EL-2
CategoryStrategies for
Differentiated Instruction
State Testing
Permitted Accommodations*
Direct
Linguistic
Support in
English:
Oral/Written
(continued)
• Encourage and allow for nonverbal
responses such as pointing, nodding,
pictures, manipulatives, and graphic
organizers
• Adjust expectations for language output
(e.g., student speaks in isolated words and
phrases, simple present tense statements)
• Allow shortened responses
• Require fewer assignments (focus on the
quality of a reduced number of instructional
objectives)
• Pair ELs with strong speakers and writers
(buddies)
• Encourage “buddies” to take a dictated
response during pair work
• Request oral explanations of concepts that
ELs can better express orally than in writing
• Allow ELs to dictate responses into a
tape player as evidence of completion of
assigned written work
Indirect
Linguistic
Support/Test
Administration
Practices
• Chunk instruction into shorter segments to
allow for monitored breaks
• Expand assignments over a longer period
• Extend wait time for oral and written
participation and responses
• Plan most challenging tasks and subjects
earlier in the day or period — or other best
time for student
• Seat EL close to speaker, screen, or reader
• Dedicate support staff to work with EL in
addition to classroom teacher
• Provide small-group instruction
• Pair or group EL with “buddies” who will
assist with modeling and explaining tasks
• Work one-on-one with student
• Respond on test book
• Monitor test response
• Graphic organizer
• Multiple or frequent breaks
• Change schedule or order of activities —
extend over multiple days (with LAC and
MSDE approval for the HSA/Mod-HSA
only)
• Extended Time
• Change schedule or order of activities —
within one day
• Reduce distractions to student
• Reduce distractions to other students
__________________
*Additional accommodations may be provided for ELs with IEPs or 504 Plans.
(continued)
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