English Language Learners
Suggested Federal Modifications for Achievement Tests and the Classroom
The following modications may be made for students in the classroom; if these modifications are made in the classroom, they may be used on all state achievement tests. Parents will be notified by letter which modifications are being used, that may also be used on achievement tests.
Modifications in the classroom may include, but not be limited to these modifications:
1. extended time (on the same day)
2. word to word dictionaries (no definitions, no pictures)
3. individualized scheduling
4. preferential seating
5. small group testing
6. individualized testing
7. reading of the math test
8. reading of the science test
NO portion of the reading test may be read.
All administration of tests to LEP students MUST be done by a licensed educator.
Additional Modification Suggestions
Section: 01 - General Classroom
Code Modifications to Regular Classes
1 Utilization of student tutoring.
2 Contract to finish or improve work.
3 Permit use of "learning aids" - dictionaries, pictures, manipulatives
4 Mark student's correct and acceptable work, not his mistakes.
5 Reversal, transpositions, misspellings should not be marked wrong. Instead, pointed out for correction.
6 Provide extra assignment time or shorten assignments.
7 Avoid putting student under pressure of speaking English aloud.
8 Preferential seating for student-(study buddy or near teacher)
9 Quietly and slowly repeat directions to student after they have been given to the class. Have student repeat directions.
10 Use of high interest/low vocabulary materials.
11 Show rather than tell-TPR-(total physical response).
12 Keep assignments as concrete as possible.
13 Use of tactile reinforcements.
14 Give immediate feedback.
15 Use games for needed drills.
16 Use "good neighbor" to help student understand instructions and
assignments.
17 Do not require oral reading.
18 Drill with a study partner.
Section 2: 02 - Test Taking
Code Modifications
01 Have someone read the test to student.
02 Provide extra time periods.
03 Provide a list of words needed for "fill in the blank" tests.
04 Shorten tests to include only major concepts.
05 Utilize short answer (with word bank), or circle correct answer test.
06 Allow student to dictate or answer orally.
07 Allow student to know specifically what is being tested.
08 Arrange for peer to review work during study hall period.
09 Give students the test format ahead of time.
10 Give partial credit, where warranted, instead of counting an item
entirely incorrect.
11 Provide alternative methods of testing to the traditional forms.
12 Use formats which reduce writing requirements.
Section 03: - Assignments
Code Modifications:
01 Provide a copy of lecture notes.
02 Provide a copy of another student's lecture notes.
03 Provide a study guide and/or outline
04 Give extra credit for appropriate functional level related projects.
05 Tape record lengthy chapters or assignments.
06 Consistently post assignments on board and give students time
to copy and ask questions.
07 Limit outside reading assignments.
08 Introduce new vocabulary before having student read.
09 Underline important words or main ideas on a worksheet.
10 Assign only what can be done independently.
11 Allow student to use a dictionary or other tools.
12 Use graphic organizers
Section 04: - For listening skill development
01 Seat student in a location where sound is clear, avoid seating near distrac ting sounds or noises.
02 Keep oral directions short and simple.
03 Accompany oral directions with written instructions.
04 Ask student to paraphrase your oral directions.
05 Alert students when you are giving directions by setting the stage,
using eye contact and body language.
06 Talk at a slower rate if student indicates he/she is having difficulty understanding you.
07 Assist students in understanding by gestures, changes in the tone,
and pitch of your voice.
08 Write key points on the board during a lecture or oral presentation.
09 Allow a friend to take notes for the student.
10 Summarize the key points of your lesson with a visual prop.
11 Try to use visual aids (pictures, photographs, charts, maps, films,
filmstrips, overheads) with auditory presentations.
Section 05: - For Reading/Writing skill development
Code Modifications:
01 Permit student to use a tape recorder.
02 Provide a written copy of board work.
03 Make sure student is seated close to teacher, board, work area.
04 Give verbal information along with visual presentation.
05 Use manipulatives whenever possible to help students "see" the
concept or idea.
06 Use visual clues to draw attention to important facts, points, etc.
07 Summarize the key point of your lesson at the end of the period
to make sure students have recorded important information.
08 Have a "buddy" read the directions from the board or worksheet
to the student.