Office of Educational Services & Support

Title III - English Language Acquisition: Types of Testing Accommodations for LEP Students

Prior to testing, the district should determine each LEP student's need for special accommodations that are most likely to yield accurate and reliable information on what students know and can do in the subjects tested. Such determinations must be made on a case-by-case basis and, when possible, should be made by LEP teams comprised of teachers, counselors, and administrators with specific knowledge of the student involved.  Factors for LEP teams to consider include:

• The student's ability to comprehend and follow standard instructions delivered in English (whether oral or written) as compared to another language.
• The student's ability to comprehend and appropriately respond to standard test items written in English.
• The language that will best allow the student to demonstrate his or her proficiency in the in the skill(s) being tested.
• Timing or pacing variations that may assist in English comprehension.
• Responsive variations that may minimize English language limitations.
• Encoding or decoding assistance including interpreters or translators.

If it is determined that an LEP student can participate with accommodations, the team making that decision must specifically indicate the type and extent of accommodations that will be provided.  

Since every student is different and language abilities and needs vary widely, any testing accommodation made available to students will not be applied universally.  A student's LEP team must consider the individual needs of the student in daily instructional settings as well as the additional needs that arise in a secure testing environment.  

If you have any questions regarding the provision of assessment accommodations or the process of exempting a student from participation in statewide or districtwide assessments, please contact the Department of Education, Gay Pickner at 1-605-773-3247, or Steph Lebeda at 1-605-773-4693.  Test Coordinators are urged to plan ahead when involved in the accommodation of students with special needs.