Special Populations in High School Assessments - All State Profiles
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Special Populations in High School Assessments - All State Profiles

Why does it matter?

This database includes information on:

How English language learners are included in high school-level exams that are not exit exams

This section indicates whether English language learners (ELLs) participate in state assessments in English language arts (ELA) and mathematics by:

Where the only high school-level assessment in a state is an exit exam, the inclusion policy for that exam is included in this section.

How English language learners are addressed in exit exams
More than half of all states require or plan to require high school students to pass an exit exam to earn a standard diploma. This section indicates whether English language learners:

Whether the state has established differentiated accommodations for English language learners and students with disabilities

How students with disabilities are included in high school-level exams that are not exit exams
This section indicates whether students with an Individualized Education Program (IEP) are assessed by:
  • Standard assessment
  • Assessment with accommodations/modifications
  • Alternative assessment
  • Other options

How students with disabilities are addressed in exit exams
More than half of all states require high school students to pass an exit exam as a condition of obtaining a standard diploma. This section indicates whether students with an IEP:


Alabama
Special Populations
How are English language learners included in high school-level exams? 1. Standard assessment

Deferment or exemption from participation in assessments is not allowed regardless of the length of time a student has been in the United States or the level of English language proficiency of the student.

2. Assessment with accommodations/modifications
ELA/Math
  • Direct Linguistic Support Accommodations

  • Indirect Linguistic Support Accommodations
  • How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities No
    However, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The IEP Team decides which state assessment is most appropriate for the student. In a limited number of cases the Alabama Alternate Assessment (AAA) will be used, and is based on the student's mastery of his/her Individualized Education Program (IEP) goals and benchmarks.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: The IEP Team decides if a student will take the Alabama High School Graduation Exam or the Alabama Alternate Assessment.
  • Technical notes and citations ELLs & assessments: ALA. ADMIN. CODE r. 290-4-2-.03; Alabama Department of Education Student Assessment Program Policies and Procedures for Students of Special Populations (see pgs. 40-42 for a list of accommodations)
    ELLs & exit exams: ALA. ADMIN. CODE r. 290-4-2-.03; Alabama Department of Education Student Assessment Program Policies and Procedures for Students of Special Populations (see pg. 43 for a list of accommodations)
    Students with disabilities & assessments: ALA. ADMIN. CODE r. 290-4-2-.03; Alabama Department of Education Student Assessment Program Policies and Procedures for Students of Special Populations (see pgs. 24-26 for a list of accommodations)
    Students with disabilities & exit exams: ALA. ADMIN. CODE r. 290-4-2-.03; Alabama Department of Education Student Assessment Program Policies and Procedures for Students of Special Populations (see pg. 27 for a list of accommodations)

    Alaska
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Lingustic Support Accommodations

  • Indirect Linguistic Support Accomodations


  • All ELLs must participate in state assessments; however, accommodations are allowed.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though many accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: The IEP or 504 team selects appropriate accommodations. Because of the close link between assessment and instruction, the IEP or 504 plan must describe how the accommodations for assessment are included in the student's classroom instruction and assessment.
  • Alternate assessment
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: Offered appropriate accommodations when taking the regular assessment. If a student is not proficient on one or more subtests of the regular assessment, the student is eligible for an alternative assessment program in the subtest(s) in which proficiency was not achieved. If a student does not achieve a proficient score on either the reguar or alternative assessments, the student is eligible to receive a certificate of achievement if all other state and local requirements for graduation have been met.
  • Technical notes and citations ELLs & assessments: ALASKA ADMIN. CODE tit. 4, § 06.776; Alaska Department of Education & Early Development Participation Guidelines for Alaska Students in State Assessments, Limited English Proficient and Special Education, June 2005 (see pgs. 9-10 for a list of acceptable accomodations)
    ELLs & exit exams: ALASKA ADMIN. CODE tit. 4, § 06.776; Alaska Department of Education & Early Development Participation Guidelines for Alaska Students in State Assessments, Limited English Proficient and Special Education, June 2005 (see pgs. 9-10 for a list of acceptable accomodations)
    Students with disabilities & assessments: ALASKA ADMIN. CODE tit. 4, § 06.775; Alaska Department of Education & Early Development Participation Guidelines for Alaska Students in State Assessments, Limited English Proficient and Special Education, June 2005 (see pgs. 13-16 for a list of acceptable accomodations)
    Students with disabilities & exit exams: ALASKA ADMIN. CODE tit. 4, § 06.775; Alaska Department of Education & Early Development Participation Guidelines for Alaska Students in State Assessments, Limited English Proficient and Special Education, June 2005 (see pgs. 13-16 for a list of acceptable accomodations)

    American Samoa
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: All students with IEPs take assessments with the accommodation of relaxed time limits. Other accommodations such as use of calculators and clarification of directions are made according to each student's IEP. The IEP must include a statement of any individual modifications that are needed in order for the child to participate.
  • Alternate assessment
    Notes/Citation: If the IEP Team determines that the child will not participate in a particular assessment of student achievement (or part of an assessment), the IEP must include a statement of why that assessment is not appropriate for the child and how the child will be assessed.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam

  • Arizona
    Special Populations
    How are English language learners included in high school-level exams? 2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations

  • Indirect Linguistic Support Accommodations


  • 3. Alternate assessment

    Districts may exempt ELLs from the testing requirement up to three consecutive school years. For those exempt from the test, an annual alternative assessment is administered. The first year of exemption the alternative assessment may be the state's English language proficiency test. For exempted students in grade 12, following the first year of exemption the assessment must be the Arizona Student Assessment Program Essential Skills Tests in English or Spanish. Arizona has filed a lawsuit against the U.S. Department of Education (USDOE) to maintain the 3-year exemption for ELLs beyond the 1-year exemption allowed by USDOE.
    How are English language learners addressed in exit exams? ELLs may be waived from passing exit exam to receive high school diploma
    Notes/Citation: Any student who fails to achieve a passing score on a competency test required for graduation during the 2006-2007 school year may graduate if the student meets the alternative graduation requirements outlined under law, which include the following: The student has completed with a passing grade all coursework and credits required for graduation; the student has taken the state assessment each time the test was offered when the student was eligible to take the test after August 12, 2005, and; the student has participated in any academic remediation program available in the student's school in those subject areas where the pupil failed to achieve a passing score on the state assessment. If a student fails to meet either or both of the last two requirements, the student may appeal to the local district governing board to waive the requirement(s) if certain criteria are met.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though many accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Only students classified as severely learning disabled may take an alternate assessment.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: Waiver applies unless the student is learning at a level appropriate for the student's grade level in a specific academic area and unless a passing score on a competency test is specifically required in a specific academic area by the student's IEP. Additionally, any student who fails to achieve a passing score on a competency test required for graduation during the 2006-2007 school year may graduate if the student meets the alternative graduation requirements outlined under law.
  • Technical notes and citations ELLs & assessments: ARIZ. REV. STAT. § 15-744; ARIZ.ADMIN.CODE 7-2-310(E),(F) (see pg. 17); Arizona Department of Education Testing Accommodations: Guidelines For 2006-2007 (see pg. 6 for list of accommodations)
    ELLs & exit exams: ARIZ. REV. STAT. § 15-701.01; ARIZ.ADMIN.CODE 7-2-302.06 (see pgs. 9-11); Arizona Department of Education Testing Accommodations: Guidelines For 2006-2007 (see pg. 6 for list of accommodations)
    Students with disabilities & assessments: ARIZ. REV. STAT. § 15-755; Arizona Department of Education Testing Accommodations: Guidelines For 2006-2007 (see pgs. 7-8 for list of accommodations)
    Students with disabilities & exit exams: ARIZ. REV. STAT. § 15-701.01(A)(3); ARIZ. REV. STAT. § 15-763(A); ARIZ. ADMIN. CODE 7-2-302(6) (see pg. 8); ARIZ.ADMIN.CODE 7-2-302.06 (see pgs. 9-11); Arizona Department of Education Testing Accommodations: Guidelines For 2006-2007 (see pgs. 7-8 for list of accommodations)

    Arkansas
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations

  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    As of November 2006, Arkansas has halted the use of its alternate assessment for ELLs, due to objections by the U.S. Department of Education. Districts, however, may exempt ELLs with less than one year in a U.S. school from taking the literacy benchmark test or the high school literacy test. ELLs must still take the appropriate mathematics test.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though many accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The IEP team starts with the premise that all students with disabilities participate in the standard assessment with or without allowable accommodations. The IEP team may determine, however, that the alternate assessment is more appropriate for a student with a disability. Decisions about how a student will participate must be made at the IEP meeting that precedes the next school year's administration of any statewide assessment.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
  • Technical notes and citations ELLs & assessments: ARK. CODE ANN. § 6-15-433; Ark.Reg. 5.02.5.5; ADE Commissioner’s Memo COM-07-019: LEP Assessment Change (prohibiting alternate assessment for ELLs); ELL Accommodations (Excel file)
    ELLs & exit exams: ARK. CODE ANN. § 6-15-433; Ark.Reg. 5.02.3
    Students with disabilities & assessments: ARK. CODE ANN. § 6-15-433; Ark.Reg. 5.02.5.2; Arkansas Alternate Portfolio Assessment System for Students with Disabilities Grades 3-8 and 11 Administration Manual 2005-2006 (see pgs. 165-166 for allowable accommodations); Arkansas Alternate Portfolio Assessment System for Ninth-Grade Mathematics for Students with Disabilities Administration Manual 2005-2006 (see pgs. 101-102 for allowable accommodations)
    Students with disabilities & exit exams: ARK. CODE ANN. § 6-15-433; Ark.Reg. 5.02.5.1, 5.02.5.1.1, 5.02.5.2; Arkansas Alternate Portfolio Assessment System for Students with Disabilities Grades 3-8 and 11 Administration Manual 2005-2006 (see pgs. 165-166 for allowable accommodations); Arkansas Alternate Portfolio Assessment System for Ninth-Grade Mathematics for Students with Disabilities Administration Manual 2005-2006 (see pgs. 101-102 for allowable accommodations)

    California
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Math Only
  • Direct linguistic Support Accommodations


  • 4. Other

    A parent or guardian may submit a written request to excuse child from any or all parts of an assessment. School districts may provide certain testing variations if regularly used in the classroom.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: Test administration may be deferred for up to 24 months.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • Other
    Notes/Citation: A parent or guardian may submit a written request to excuse child from any or all parts of an assessment.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: Students with an IEP in the class of 2006-2007 who have completed all graduation requirements can receive a diploma without passing the exit exam. Additionally, a local school board may allow a student with a disability who takes the exit exam using modifications that alter what the test measures and receives the equivalent of a passing score to obtain a diploma. Other exit exam waivers may also be granted if certain conditions are met.
  • Technical notes and citations ELLs & assessments: CAL.CODE REGS. tit. 5, § 851, 852, 853.5; California Department of Education Standardized Testing & Reporting regulations (see section 853.5, pgs. 5-8, for allowable accommodations and modifications)
    ELLs & exit exams: CAL.CODE REGS. tit. 5, § 1217; California High School Exit Examination (CAHSEE)Questions and Answers for Parents/Guardians; Questions and Answers about the California High School Exit Examination (CAHSEE) Test Variations
    Students with disabilities & assessments: CAL.CODE REGS. tit. 5, § 851, 852, 853.5; California Department of Education Standardized Testing & Reporting regulations (see section 853.5, pgs. 5-8, for allowable accommodations and modifications); California Alternate Performance Assessment (CAPA)
    Students with disabilities & exit exams: CAL.CODE REGS. tit. 5, § 1215.5, 1216; California High School Exit Examination (CAHSEE)Questions and Answers for Parents/Guardians; Questions and Answers about the California High School Exit Examination (CAHSEE) Test Variations

    Colorado
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Accommodations must have been used during other assessments at the district, school, or classroom level for at least three months prior to the test.

    4. Other

    Test may be deferred if the student is unable to comprehend material on the Colorado Student Assessment Program (CSAP) even though accommodations have been applied.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    There is simply a standard list of available accommodations. However, non-standard accommodation requests will be considered by the state for each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Accommodations must have been used during other assessments at the district, school, or classroom level for at least three months prior to the test.
  • Alternate assessment
    Notes/Citation: For students to qualify for the Colorado Student Assessment Program Alternate (CSAPA), the IEP team must determine that the student's disability results in a significant cognitive challenge. The cognitive challenge must be such that the student is unable to access the specific content of Colorado Student Assessment Program (CSAP) tests (reading and writing, math, and/or science) with or without accommodations. These criteria must be met prior to consideration of other CSAPA eligibility factors.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: COLO. REV. STAT. § 22-7-409; 1 COLO. CODE REGS. 301-62 § 3.04 - 3.06 ; Colorado Department of Education 2006-2007 Procedures Manual for the Colorado Student Assessment Program (see pgs. 43-58 for an overview of available accommodations and guidelines)
    Students with disabilities & assessments: COLO. REV. STAT. § 22-7-409; Colorado Department of Education 2006-2007 Procedures Manual for the Colorado Student Assessment Program (see pgs. 43-58 for an overview of available accommodations and guidelines); Colorado Department of Education 2005-2006 Administration Manual for the Colorado Student Assessment Program Alternate

    Connecticut
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    Any limited English proficient student enrolled in school for 10 months or less, or enrolled in school for more than 10 school months and less than 20 school months who scores below the level established by the Connecticut State Board of Education on the linguistic portion of the designated English mastery standard assessment administered in the month prior to the administration of the state-wide mastery examination may be exempted from taking assessment tests. However, limited English proficient students must take the mathematics assessment test, with accommodations if necessary.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: In exceptional circumstances, there may be a student whose disabilities are such that allowable accommodations will be insufficient to provide access to the standard assessment. In these cases, the school district will need to petition the state department of education in writing and supply the necessary documentation to support any request for the use of an accommodation not already approved.
  • Alternate assessment
    Notes/Citation: The alternate assessment is only available to students with significant cognitive disabilities.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: Conn. Gen. Stat. § 10-14n, 10-14q; Connecticut State Department of Education Assessment Guidelines for Administering the CMT & CAPT to Students Enrolled in Special Education, Students Identified under Section 504 of the Rehabilitation Act, Students with Limited English Proficiency, 2006 (see pgs. 35-37 for allowable accommodations)
    Students with disabilities & assessments: Conn. Gen. Stat. § 10-14n, 10-14q; Connecticut State Department of Education Assessment Guidelines for Administering the CMT & CAPT to Students Enrolled in Special Education, Students Identified under Section 504 of the Rehabilitation Act, Students with Limited English Proficiency, 2006 (see pgs. 25-32 for allowable accommodations)

    Delaware
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 3. Alternate assessment

    ELL students who also have disabilities may participate in an alternate assessment for ELL students (if available) in place of the standard reading and writing assessment if required criteria are met.

    4. Other

    If specified criteria are met, ELL students may not be required to take the reading and writing assessment, and may also be exempted from the science and social studies assessments in grade 11. All ELL students in grades 2-10 are to participate in the mathematics assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Students are eligible only for the test accommodations that are documented in their IEP or 504 plan.
  • Alternate assessment
    Notes/Citation: The Delaware Alternate Portfolio Assessment (DAPA) is only for students with severe cognitive disabilities in grades 2-11.
  • Other
    Notes/Citation: Students with disabilities who are also ELLs may be exempted from the science and social studies assessments in grades 4, 6, 8, and 11 if specified criteria are met.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: DEL. CODE ANN. tit. 14 § 101; DEL. CODE ANN. tit. 14 § 920; 2005-2006 Delaware Student Testing Program Guidelines for Inclusion of Students with Disabilities and Students with Limited English Proficiency (see pg. 37 for a list of allowable accommodations)
    Students with disabilities & assessments: DEL. CODE ANN. tit. 14 § 101; DEL. CODE ANN. tit. 14 § 925; Delaware Alternate Portfolio Assessment (DAPA); 2005-2006 Delaware Student Testing Program Guidelines for Inclusion of Students with Disabilities and Students with Limited English Proficiency (see pgs. 25-26 for a list of allowable accommodations)

    District of Columbia
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs participate in assessments with or without accommodations.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations
  • How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: If the Individualized Education Program (IEP) team determines that a child may not participate in all, or part of, a particular assessment, a statement must be made by the team of: (1) Why the assessment, or part of the assessment is not appropriate for the child; and (2) How the child will be assessed.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
  • Technical notes and citations ELLs & assessments: D.C. MUN. REGS. tit. 5, § 2310; District of Columbia Public Schools Office of Bilingual Education Handbook School Year 2005-2006, ch. 7 - Effective Practices (see pg. # 7 of document/pg. 81); Approved Accommodations for Linguistically and Culturally Diverse (LCD) Students, 2005-2006 (updated accommodations will be posted around March/April 2007 here)
    ELLs & exit exams: D.C. MUN. REGS. tit. 5, § 2202.1, 2202.5
    Students with disabilities & assessments: D.C. MUN. REGS. tit. 5, § 2310, 3009; District Of Columbia Board Of Education Notice Of Final Rulemaking - Chapter 30 Special Education Policy (see pg. 33 - 3009.1 f, g); District of Columbia Public Schools Office of Academic Services Division of Special Education Policies & Procedures Manual, ch. 5 (see pg. 11 - end of "Measurable Annual Goals and Short-Term Objectives/Benchmarks" section); Approved Accommodations for Students with Disabilities
    Students with disabilities & exit exams: D.C. MUN. REGS. tit. 5, § 2202.1, 2202.5

    Florida
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    No categorical exemption.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • 4. Other

    An exemption from participation in an assessment may only be made by specific action of an ELL committee, and only for a student whose date of classification as an ELL falls within one year prior to the assessment date. The ELL committee shall exempt an ELL student from participation in an assessment if it determines that the student's participation would have an unsound instructional effect on the student.
    How are English language learners addressed in exit exams? ELLs must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: A senior that has attempted the exit exam a total of three times without earning a passing score can graduate by receiving a score comparable to the exit exam passing score on the ACT or SAT.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Alternate assessment is only for students who have significant cognitive disabilities. The Florida Department of Education does not endorse a single state-level alternate assessment, but instead allows school districts to determine the most appropriate alternate assessment. Selection of an alternate assessment should be based on evidence that the assessment measures achievement of Sunshine State Standards for Special Diploma.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: If a senior with an IEP has previously taken the exit exam at least two times with allowable accommodations and has been unable to pass it, the student may be eligible for an exit exam waiver for graduation if all other graduation requirements are met and the student has participated in intensive remediation. The student must also participate in the March administration of the exit exam during his/her senior year. Furthermore, the IEP team must determine that the exit exam does not accurately measure the student's ability and must document that the student has mastered the Sunshine State Standards. Exit exam waivers are only available to students in the 24-credit graduation program. Additionally, a student with an IEP may request a separate exemption from the exit exam requirement for graduation if the student’s exit exam scores reflect the student’s disability in sensory, manual, or speaking skills rather than the student’s academic achievement, and there is documentation that the student has mastered the Sunshine State Standards. If a student with an IEP has not passed the exit exam and is not granted either waiver option, the student will receive a certificate of completion.
  • Technical notes and citations ELLs & assessments: FLA. STAT. § 1008.22(3)(c); FLA. ADMIN. CODE ANN. r. 6A-1.09432; FLA. ADMIN. CODE ANN. r. 6A-6.09091 (accommodations); Florida Department of Education Office of Multicultural Student Language Education Memorandum: Accommodations for Limited English Proficient (LEP) Students in the Administration of Statewide Assessments
    ELLs & exit exams: FLA. STAT. § 1008.22(3)(c) & (9); FLA. ADMIN. CODE ANN. r. 6A-1.09432; FLA. ADMIN. CODE ANN. r. 6A-6.09091 (accommodations); Florida Department of Education Office of Multicultural Student Language Education Memorandum: Accommodations for Limited English Proficient (LEP) Students in the Administration of Statewide Assessments
    Students with disabilities & assessments: FLA. STAT. § 1008.22(3)(c); FLA. ADMIN. CODE ANN. r. 6A-1.0943(2) & (4) (accommodations)
    Students with disabilities & exit exams: FLA. STAT. § 1003.43(11)(b); FLA. STAT. § 1008.22(3)(c) & (9); FLA. ADMIN. CODE ANN. r. 6A-1.0943(2) & (4) (accommodations); FLA. ADMIN. CODE ANN. r. 6A-1.09431 (exit exam exemptions); Options for Students with an IEP Who Do Not Pass the Exit Exam; Florida Department of Education Checklist For Procedures For Special Exemption From Graduation Test Requirements For Students With Disabilities Seeking A Standard High School Diploma; Florida Alternate Assessment Report Resource Manual, Revised 2006 (see pgs. 5-6)

    Georgia
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • 4. Other

    ELL students enrolling for the first time in a U.S. school may receive a one-time deferment from content area assessments, other than mathematics, if their proficiency in English indicates that testing is not in the best educational interest of the student.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: ELLs may receive appropriate accommodations based on their needs and the specifications of their ELL Testing Participation Committee plan.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though most accommodations are similar, there are accommodations unique to each group. Additionally, requests for non-standard accommodations for students with disabilities may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: If an accommodation is recommended that is not included in the list of approved accommodations, approval must be received from the Testing Division of the Georgia Department of Education prior to the inclusion of the accommodation in the student’s Individual Accommodation Plan (IAP) and its use.
  • Alternate assessment
    Notes/Citation: The IEP Committee may determine that the student will not participate in a particular state or districtwide assessment (or part of an assessment), but must state why that assessment is not appropriate and how the student will be assessed.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: A waiver may be granted to a student who, due to a disability, is rendered incapable of passing a section of the Georgia High School Graduation Tests (GHSGT) or the Georgia High School Writing Test (GHSWT) as documented in the student’s individualized education plan (IEP). Participation by a student in the Georgia Alternate Assessment (GAA) will not satisfy the graduation requirements for a diploma with a college preparatory or career technology preparatory seal. Students taking the GAA may be eligible to receive a special education diploma or a certificate.
  • Technical notes and citations ELLs & assessments: GA. CODE ANN. § 20-2-281(e); GA. COMP. R. & REGS. r. 160-3-1-.07 (2), (2)(j), (3)(b); Georgia Department of Education Testing Handbook (see pgs. 18-22; see pg. 25 for approved accomodations)
    ELLs & exit exams: GA. CODE ANN. § 20-2-281(e); GA. COMP. R. & REGS. r. 160-3-1-.07 (2), (2)(j), (3)(b); Georgia Department of Education Testing Handbook (see pg. 28); Georgia Department of Education High School Graduation Tests (GHSGT)
    Students with disabilities & assessments: GA. CODE ANN. § 20-2-281(d),(f); GA. COMP. R. & REGS. r. 160-3-1-.07 (2), (2)(j), (3)(a); GA. COMP. R. & REGS. r. 160-4-7-.09(6)(a)6; Georgia Department of Education Testing Handbook (see pgs. 13-17, 21-22; see pgs. 23-24 for approved accomodations); Georgia Department of Education Alternate Assessment
    Students with disabilities & exit exams: GA. CODE ANN. § 20-2-281(c),(d),(f); GA. COMP. R. & REGS. r. 160-3-1-.07 (2), (2)(j), (3)(a); GA. COMP. R. & REGS. r. 160-1-3-.09; Georgia Department of Education High School Graduation Tests (GHSGT)

    Guam
    Special Populations
    How are English language learners included in high school-level exams? No information available
    Technical notes and citations Students with disabilities & assessments: Territory of American Samoa Part B State Performance Plan (SPP) for 2005-2010 (see pgs. 10 - 11 for accommodations information); American Samoa Department of Education (For additional accommodations information and alternate assessment requirements, click on "DOE Services" under "Menu." Next, click on "Special Education" under "Instructional Services." Finally, click on "IEP.")
    Students with disabilities & exit exams: American Samoa Department of Education (Click on "DOE Services" under "Menu." Next, click on "Special Education" under "Instructional Services." Finally, click on "Procedures.")

    Hawaii
    Special Populations
    How are English language learners included in high school-level exams? 2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • 4. Other

    Parents may submit a request that their child be exempted from the Hawaii State Assessment (HSA).
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though all accommodations available to ELLs are also offered to students with disabilities, there are additional accommodations available only to students with disabilities.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Hawaii State Alternate Assessment (HSAA) is a standards-based assessment that is administered to students who have Individualized Education Programs (IEPs) and who, because of significant cognitive disabilities, are unable to participate in the Hawaii State Assessment (HSA), even with necessary accommodations. The HSAA is appropriate for a limited number of students.
  • Other
    Notes/Citation: Parents may submit a request that their child be exempted from the Hawaii State Assessment (HSA).
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: Hawaii State Reading & Mathematics Assessment Student Participation & Accommodations Handbook, Spring 2007 (see pgs. 17-19 for available accommodations)
    Students with disabilities & assessments: HAW. RULES § 8-56-38 (5A,B); Hawaii State Reading & Mathematics Assessment Student Participation & Accommodations Handbook, Spring 2007 (see pgs. 17-19 for available accommodations); Hawaii Department of Education State Alternate Assessment Student Participation Information Handbook School Year 2006-2007

    Idaho
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations>
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Accommodations for district and statewide assessments are considered allowable, valid, and scorable if they are used during instruction and/or classroom testing and are listed on the student’s Educational Learning Plan (ELP).

    3. Alternate assessment

    ELL students who are enrolled in their first year of school in the U.S. are eligible to take an English Proficiency test approved by the Idaho State Board of Education in lieu of the standard reading/language usage achievement test, but will still be required to take the standard math achievement test with accommodations or adaptations as determined by the language proficiency score and ELP. An ELL student may also participate in the Idaho Alternate Assessments (IAA) if eligible for special education and has a current IEP that is reviewed annually. The district Limited English Proficient (LEP) team in conjunction with the IEP team must find that the student’s demonstrated cognitive ability and adaptive behavior prevents completion of the general academic curriculum even with program modifications; the student’s course of study is primarily functional-skill and living-skill oriented (typically not measured by state or district assessments); and the student is unable to acquire, maintain, or generalize skills (in multiple settings) and demonstrate performance of those skills without intensive frequent individualized instruction.
    How are English language learners addressed in exit exams? ELLs must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: All students must achieve a proficient or advanced score on the High School Idaho Standards Achievement Test in order to graduate. A student enrolled in a Limited English Proficient (LEP) program for three academic years or less who does not attain at least a proficient score prior to graduation may appeal to the local school board, and, at the discretion of the local school board, may be given an opportunity to demonstrate proficiency of the achievement standards through some other locally established mechanism. All locally established mechanisms used to demonstrate proficiency shall be forwarded to the Idaho State Board of Education for review and information. The measure must be aligned at a minimum to tenth grade state content standards. In 2008 this exemption will no longer be permitted.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: IEP team determines.
  • Alternate assessment
    Notes/Citation: Student with disabilities is eligible for the Idaho Alternate Assessments (IAA) if the IEP Team finds that the student’s demonstrated cognitive ability and adaptive behavior prevents completion of the general academic curriculum even with program modifications; and that the student’s course of study is primarily functional-skill and living-skill oriented (typically not measured by state or district assessments); and that the student is unable to acquire, maintain, or generalize skills (in multiple settings) and demonstrate performance of those skills without intensive frequent individualized instruction.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: A student with an Individual Education Plan (IEP) who does not attain at least a proficient score may appeal to the local school board, and, at the discretion of the local school board, may be given an opportunity to demonstrate proficiency through some other locally established mechanism. All locally established mechanisms used to demonstrate proficiency must be forwarded to the Idaho State Board of Education for review and information. The measure must be aligned at a minimum to tenth grade state content standards.
  • Technical notes and citations ELLs & assessments: IDAHO ADMIN. CODE 08.02.03.111; Idaho Statewide Testing Program Test Coordinator's Guide 2005-2006 (see pgs. 51-53 - "District/Statewide Assessment Accommodations Guidelines" - for allowable accommodations; see pg. 51 for alternate assessment information)
    ELLs & exit exams: IDAHO ADMIN. CODE 08.02.03.105.03; 08.02.03.107.07(d)
    Students with disabilities & assessments: IDAHO ADMIN. CODE 08.02.03.111; Idaho Statewide Testing Program Test Coordinator's Guide 2005-2006 (see pgs. 56-61 for allowable accommodations; see pg. 55 for alternate assessment information)
    Students with disabilities & exit exams: IDAHO ADMIN. CODE 08.02.03.105.03; 08.02.03.107.07(c)

    Illinois
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Indirect Linguistic Support Accommodations


  • Absent a disability, the only standard assessment accommodation available to ELLs is extended time.

    3. Alternate assessment

    All students must take the Prairie State Achievement Examination (PSAE) as a condition of receiving a regular high school diploma, unless a student is exempt due to his/her lack of English language proficiency and is eligible to take the Illinois Measure of Annual Growth in English (IMAGE) assessments in reading and mathematics instead. ELLs enrolled in their first year at a U.S. school, however, may also be exempt from the IMAGE reading test.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: The IEP team is to consider the following factors: (1) Requires an alignment between instruction and assessment; (2) Normally available and used by the student; and (3) The decision is not based on the program setting or disability, but on the student’s learning characteristics (how the student accesses instruction). Examples of acceptable accommodations have included extended time, large print, reader’s script, transcribed oral responses and changes in presentation format.
  • Alternate assessment
    Notes/Citation: Only applies where a student’s Individualized Education Program (IEP) identifies the PSAE as inappropriate, even with accommodations, and the student is eligible to take the Illinois Alternate Assessment (IAA) instead.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: 105 ILL. COMP. STAT. 5/2-3.64(c); ILL. ADMIN. CODE tit. 23 § 1.30 (a)5, (c); Illinois State Board of Education Prairie State Achievement Examination 2005-2006 Teacher's Handbook (see pg. 9); Illinois State Board of Education memorandum - Prairie State Achievement Examination as a Condition of Graduation; Illinois Measure of Annual Growth in English (IMAGE) Coordination Manual 2006
    Students with disabilities & assessments: 105 ILL. COMP. STAT. 5/2-3.64(c); ILL. ADMIN. CODE tit. 23 § 1.30 (a)5, (d); Illinois State Board of Education Prairie State Achievement Examination 2005-2006 Teacher's Handbook (see pg. 8); Illinois State Board of Education memorandum - Prairie State Achievement Examination as a Condition of Graduation

    Indiana
    Special Populations
    How are English language learners included in high school-level exams? 2. Assessment with accommodations/modifications
    ELA/Math
  • Indirect Linguistic Support Accommodations


  • Generally, an accommodation is acceptable if an ELL student uses the accommodation in testing situations that occur throughout the student’s educational program. Schools may not exempt students from the standard assessment or the exit exam based on their level of English language proficiency. Additionally, as of November 2006, Indiana has halted the use of its alternate assessment for ELLs, due to objections from the U.S. Department of Education.
    How are English language learners addressed in exit exams? ELLs may be waived from passing exit exam to receive high school diploma
    Notes/Citation: If a student does not pass the Graduation Qualifying Examination (GQE), the GQE graduation requirement can be met by fulfilling the requirements of any of the following: the GQE Core 40 waiver; the GQE Evidence-based waiver; the GQE Work-readiness waiver.
    State has established differentiated accommodations for English language learners and students with disabilities No
    Although the state notes that it uses different criteria for determining accommodation eligibility for ELLs and students with disabilities, all available accommodations are combined together.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Generally, an accommodation is acceptable if a student with disabilities uses the accommodation in testing situations that occur throughout the student’s educational program.
  • Alternate assessment
    Notes/Citation: For students with the most significant cognitive disabilities, the alternate assessment, Indiana Standards Tool for Alternate Reporting (ISTAR), is used to assess these students on alternate achievement standards.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: A student with a disability may be waived if certain requirements are met as determined by the student's case conference committee.
  • Technical notes and citations ELLs & assessments: IND. ADMIN. CODE tit. 511, r. 5-2-3(c), 5-2-4(c),(d); Indiana Statewide Testing for Educational Progress-Plus Program Manual 2006-2007 (see pg. 16: 3.2.7, 3.2.9; see pgs. 51-54 for allowable and prohibited accommodations)
    ELLs & exit exams: IND. CODE § 20-32-4-4; Indiana Statewide Testing for Educational Progress-Plus Program Manual 2006-2007 (see pgs. 27-28: 4.3.8, 4.3.10; see pgs. 51-54 for allowable and prohibited accommodations); What you need to know about Indiana's Graduation Qualifying Exam (click on "Meeting the GQE Requirement")
    Students with disabilities & assessments: IND. CODE § 20-32-5-16; IND. ADMIN. CODE tit. 511, r. 5-2-3(b), 5-2-4(a),(b), 5-2-4.5; Indiana Statewide Testing for Educational Progress-Plus Program Manual 2006-2007 (see pgs. 15-16: 3.2.6; see pgs. 51-54 for allowable and prohibited accommodations)
    Students with disabilities & exit exams: IND. CODE § 20-32-4-5; Indiana Statewide Testing for Educational Progress-Plus Program Manual 2006-2007 (see pgs. 25-26: 4.3.2, 4.3.4; see pgs. 51-54 for allowable and prohibited accommodations)

    Iowa
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • A team comprised of appropriate individuals who are involved in the education and assessment of ELL students (for example, an administrator, the classroom teacher, the ESL teacher) should participate in determining which ELL students receive accommodations and which accommodations they should receive.

    3. Alternate assessment

    ELLs who also have Individual Education Plans (IEPs) can take the Iowa Alternate Assessment if specified in their plan.

    4. Other

    ELLs in their first year of enrollment in U.S. schools may be excused from participation in one administration of the districtwide reading assessment, but will still be required to take the districtwide math assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Additionally, specific procedures/guidelines for administering accommodations are described for each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: A student's IEP must include a statement of any individual accommodations/modifications, or if the IEP team determines that the eligible student will not participate, a statement must be made of: (1) Why that assessment is not appropriate for the eligible individual; and (2) How the eligible individual will be assessed.
  • Alternate assessment
    Notes/Citation: Students with significant cognitive disabilities can take the Iowa Alternate Assessment.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: IOWA ADMIN. CODE r. 281-60.3(1)b(2); Iowa Department of Education Guidelines for the Inclusion of English Language Learners (ELLs) in K-12 Assessments (see pgs. 15-19 for accommodation guidelines and examples)
    Students with disabilities & assessments: Iowa Guidelines for the Use of Accommodations during Instruction and District Wide Assessments for Students with Disabilities (scroll to bottom and click on PDF document "Iowa Accommodations Guidelines"); Eligibility Documents - Special Education Policies Part B (click on "Individual Education Program" and see last 2 paragraphs on pg. 3; also, click on "Participation in Assessments")

    Kansas
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Indirect Linguistic Support Accommodations


  • ELA Only
  • Direct Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    ELL students who have been in the U.S. for less than one calendar year from the date that the assessment testing window opens do not have to take the general reading assessment; however, all ELLs must take the mathematics assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Additionally, specific procedures/guidelines for administering accommodations are described for each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Kansas Alternate Assessment is intended for a small number of students who are unable to take the general state assessments due to the complexity and severity of their disabilities. Students with disabilities may also be eligible to take a modified assessment known as the Kansas Assessment of Multiple Measures (KAMM).
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: KAN. STAT. ANN. § 72-9504;  Kansas Department of Education Assessment Information- English Language Learners
    Students with disabilities & assessments: KAN. STAT. ANN. § 72-987(c)(6)(A); KAN. ADMIN. REGS. 91-40-18(a),(b); Kansas State Department of Education Draft Assessment Accommodations Manual 2005-2006 (see pgs. 19-29 for a list of possible & allowable accommodations); Kansas State Department of Education Kansas Assessment of Multiple Measures (KAMM) Frequently Asked Questions

    Kentucky
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • 4. Other

    ELLs in their first year in a U.S. school are not required to participate in state assessments, except for the math assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: The Admissions and Release Committee (ARC) or 504 Committee determines based on the student’s IEP or 504 Plan.
  • Alternate assessment
    Notes/Citation: The alternate assessment is for students with severe to profound disabilities.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: 703 KY. ADMIN. REGS. 5:070; Kentucky Department of Education - Inclusion of Special Populations in the State-Required Assessment & Accountability Programs (see section 3, pgs. 10-14, for ELLs; section 6, pgs. 15-29, for accommodations information)
    Students with disabilities & assessments: 703 KY. ADMIN. REGS. 5:070; Kentucky Department of Education - Inclusion of Special Populations in the State-Required Assessment & Accountability Programs (see section 1, pgs. 5-9, for students with disabilities; section 6, pgs. 15-29, for accommodations information)

    Louisiana
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math only
  • Direct Linguistic Support Accommodations


  • All ELLs must be tested; however, accommodations are permitted provided they are used in the students’ classroom instruction and assessment. Allowable accommodations are: Extended time/adjusted time; Individual/small group administration; test read aloud; provision of a no-definition English/native language word-to-word dictionary, and; test administered by ESL teacher or individual providing language services.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: Accommodations are permitted provided they are used in the students' classroom instruction and assessment.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Only students with the most significant cognitive disabilities are eligible.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: Accommodations addressed in a student’s IEP and used in classroom instruction and assessment may be allowed. Students with an IEP who are unable to pass the GEE 21, even with accommodation(s), receive a certificate of completion.
  • Technical notes and citations ELLs & assessments: LA. ADMIN. CODE tit. 28, § CXI.3301, 3307 (see pgs. 43, 46); LA. ADMIN. CODE tit. 28, § CXI.3307 (Louisiana Register Vol. 33, No. 02 February 20, 2007 - see pg. 16 for updated rule with accommodations list); Louisiana Educational Assessment Program Guidelines for Selecting Test Accommodations for Students with Limited English Proficiency (LEP); Louisiana Educational Assessment Program & Graduation Exit Examination for the 21st Century Fact Sheet (see pg. 13)
    ELLs & exit exams: LA. ADMIN. CODE tit. 28, § CXI.3301, 3307 (see pgs. 43, 46); LA. ADMIN. CODE tit. 28, § CXI.3307 (Louisiana Register Vol. 33, No. 02 February 20, 2007 - see pg. 16 for updated rule with accommodations list); Louisiana High School Graduation Requirements; Louisiana Educational Assessment Program & Graduation Exit Examination for the 21st Century Fact Sheet (see pg. 13)
    Students with disabilities & assessments: LA. REV. STAT. ANN. § 17:1945(C)(2)(e) - Accommodations; LA. REV. STAT. ANN. § 17:24.4(F)(3) - Alternate Assessment; LA. ADMIN. CODE tit. 28, § CXI.3301, 3303, 3305 (see pgs. 43-46); LA. ADMIN. CODE tit. 28, § CXI.3306 (Louisiana Register Vol. 33, No. 02 February 20, 2007 - see pg. 15 for updated rule with accommodations list); Louisiana Educational Assessment Program Guidelines for Selecting Test Accommodations for Students with Disabilities; Louisiana Educational Assessment Program & Graduation Exit Examination for the 21st Century Fact Sheet (see pg. 12)
    Students with disabilities & exit exams: LA. ADMIN. CODE tit. 28, § CXI.3301, 3303, 3305 (see pgs. 43-46); LA. ADMIN. CODE tit. 28, § CXI.3306 (Louisiana Register Vol. 33, No. 02 February 20, 2007 - see pg. 15 for updated rule with accommodations list); LA. ADMIN. CODE tit. 28, § XLIII.904 (see pg. 52, "Certificate of Achievement" & "Certificate of Achievement - Provisional Eligibility Criteria"); Louisiana High School Graduation Requirements; Louisiana Educational Assessment Program & Graduation Exit Examination for the 21st Century Fact Sheet (see pg. 12)

    Maine
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs must participate in state assessments. No exemptions allowed.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • A team of at least one of the student’s teachers, the building principal, related services personnel, the parent(s)/guardian(s) and, whenever possible, the student considers accommodations. Accommodations should be consistent with accommodations already being employed in the student’s instructional program. Any accommodations recommended for a student are noted in a statement in the student's cumulative folder.

    3. Alternate assessment

    The very few students who will require an alternate assessment (Personalized Alternate Assessment Portfolio - PAAP) are the students for whom accommodations would be so significant that they would compromise the validity of the assessment(s).
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Schools are required to address needed accommodations at a Pupil Evaluation Team (PET) meeting. Any accommodations recommended for a student will be reflected in a statement in the IEP.
  • Alternate assessment
    Notes/Citation: The very few students who will require an alternate assessment (Personalized Alternate Assessment Portfolio - PAAP) are the students for whom accommodations would be so significant that they would compromise the validity of the assessment(s).
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: Maine Commissioner of Education rule - chapter 27, section 4.01; Policies and Procedures for Accommodations and Alternate Assessment to the Maine Educational Assessment (scroll to bottom for a list of accommodations)
    Students with disabilities & assessments: CODE ME. R. § 05-071-101, 10.2(H) (see pg. 53); Maine Commissioner of Education rule - chapter 27, section 4.01; Policies and Procedures for Accommodations and Alternate Assessment to the Maine Educational Assessment (scroll to bottom for a list of accommodations)

    Maryland
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Accommodations must be selected on the basis of the individual student’s needs and must be used consistently for instruction and assessment. Assessment accommodations must be documented in a student's English Language Learner (ELL) plan.

    4. Other

    ELLs who are in their first year of enrollment in a U.S. school may substitute the state's English proficiency test for the state reading assessment; however, they must still take the state mathematics assessment.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: Students entering grade 9 in the 2005-2006 school year or later must pass the Maryland High School Assessments (HSA) to obtain a high school diploma. Appropriate accommodations for the HSA identified by the ELL Committee are permitted for students who meet the criteria for an ELL program. Accommodations must be justified and documented in the students’ records. Only accommodations that the student receives during instruction may be used in the testing situation.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though most accommodations are similar, there are certain accommodations unique to each group. Additionally, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: For students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: A student with an IEP who cannot meet the requirements for a diploma may be eligible for a Maryland High School Certificate of Program Completion if certain criteria are met. Maryland is also in the process of developing a modified exit exam for students with disabilities that may be offered in 2007 and could be used to fulfill graduation requirements.
  • Technical notes and citations ELLs & assessments: Accommodations Fact Sheets for English Language Learners (accommodations list); The Five-Step Process For Accommodations for English Language Learners
    ELLs & exit exams: MD. REGS. CODE tit. 13A § 03.02.07; MD. REGS. CODE tit. 13A § 03.02.08; MD. REGS. CODE tit. 13A § 03.02.09(B)(3); Accommodations Fact Sheets for English Language Learners (accommodations list); The Five-Step Process For Accommodations for English Language Learners
    Students with disabilities & assessments: Accommodations Fact Sheets For Students with Disabilities (accommodations list); The Five-Step Process for Accommodations for Students with Disabilities; Maryland State Department of Education Accommodations Manual 2005-2006 (see pgs. 4-5 for alternate assessment participation guidelines)
    Students with disabilities & exit exams: MD. REGS. CODE tit. 13A § 03.02.07; MD. REGS. CODE tit. 13A § 03.02.08; MD. REGS. CODE tit. 13A § 03.02.09(B)(3);(D); Accommodations Fact Sheets For Students with Disabilities (accommodations list); The Five-Step Process for Accommodations for Students with Disabilities

    Massachusetts
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations


  • ELLs may use an approved bilingual word-to-word dictionary on any Massachusetts Comprehensive Assessment System (MCAS) test. This is the only available accommodation for ELLs, unless the student has a disability.

    3. Alternate assessment

    ELL students with disabilities may be eligible to take the alternate assessment. The IEP or 504 team must determine how the student will participate in testing and must document this information in the student’s IEP or 504 plan.

    4. Other

    ELLs in their first year of enrollment in a U.S. school may be exempt from taking the English Language Arts and Reading tests and the History and Social Science question tryouts (including U.S. History); however, they must still take the Math and the Science & Technology/Engineering content area assessments.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: A Spanish-speaking ELL student in grade 10 who has been enrolled in school in the continental U.S. for fewer than three years may choose to take the English/Spanish version of the grade 10 Mathematics test (exit exam requirement) and Mathematics retest if he/she can read and write in Spanish at or near grade-level. Any student that has been identified as an ELL, both current and past, may use an approved bilingual word-to-word dictionary on any MCAS tests, including the grade 10 exit exams. This is the only available accommodation for ELLs, unless the student has a disability.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: IEP or 504 team determines any accommodations that a student will use (documented in the student's IEP or 504 plan.)
  • Alternate assessment
    Notes/Citation: While the majority of students who take alternate assessments have cognitive disabilities, participation in the MCAS–Alt (alternate assessment) is not limited to this population. When the nature and complexity of a student’s disability present significant barriers or challenges to standardized testing, even though the student may be working at or near the grade-level expectations, the student’s IEP Team or 504 team may designate the student to take an alternate assessment in that subject.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: A score on alternate test must be equivalent to that of a student who passes the standard grade 10 MCAS tests.
  • Technical notes and citations ELLs & assessments: MASS. GEN. LAWS ch. 69, § 1I; Massachusetts Dept. of Education Requirements for the Participation of Students with Limited English Proficiency in MCAS and MEPA, Spring 2006 update (see pg. 2, section II(B) for accommodation information); Massachusetts Dept. of Education Approved Bilingual Dictionaries for Use on MCAS Tests by Students with Limited English Proficiency, January 2005
    ELLs & exit exams: MASS. GEN. LAWS ch. 69, § 1I; MASS. REGS. CODE tit. 603, § 30.03 (assessment score requirement for high school diploma); Massachusetts Dept. of Education Requirements for the Participation of Students with Limited English Proficiency in MCAS and MEPA, Spring 2006 update (see section II-D for information on assessment score requirement for high school diploma); Massachusetts Dept. of Education Approved Bilingual Dictionaries for Use on MCAS Tests by Students with Limited English Proficiency, January 2005
    Students with disabilities & assessments: MASS. GEN. LAWS ch. 69, § 1I; Massachusetts Dept. of Education Requirements for the Participation of Students with Disabilities in MCAS Including Test Accommodations and Alternate Assessment, Spring 2006 update (see section III for accommodations information, including an accommodations list on pgs. 8-13; see section IV for alternate assessment information)
    Students with disabilities & exit exams: MASS. GEN. LAWS ch. 69, § 1I; MASS. REGS. CODE tit. 603, § 30.03 (assessment score requirement for high school diploma); Massachusetts Dept. of Education Requirements for the Participation of Students with Disabilities in MCAS Including Test Accommodations and Alternate Assessment, Spring 2006 update (see section I(B) for information on assessment score requirement for high school diploma); Massachusetts Dept. of Education MCAS Principal's Administration Manual, Spring 2004 (see Appendix B, part D for alternate assessment graduation requirement)

    Michigan
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Indirect Linguistic Support Accommodations


  • ELLs may be given accommodations that are customarily used during normal classroom activities and assessment.

    4. Other

    An ELL who has attended school in the U.S. (not including Puerto Rico) for less than ten months may be exempt from taking the English language arts portion of the state assessment once, but not the mathematics, science, and social studies portions of the assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though accommodations are similar, not all accommodations available to students with disabilities are available to ELLs.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: IEP must indicate that accommodations are appropriate for the student, and they reflect what the student routinely uses or how he or she routinely responds during instruction.
  • Alternate assessment
    Notes/Citation: A student's IEP or Section 504 Plan must specify whether or not the student participates in each of the standard assessments or in an alternate assessment.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: MICH. COMP. LAWS § 380.1279; Michigan State Board of Education Policy To Include All Students In The Michigan Educational Assessment System (adopted October 18, 2001); Michigan Educational Assessment Program (MEAP) High School Assessment Administrator Manual, Fall 2006; Michigan Department of Education Assessment Accommodation Summary Table
    Students with disabilities & assessments: MICH. COMP. LAWS § 380.1279; Michigan State Board of Education Policy To Include All Students In The Michigan Educational Assessment System (adopted October 18, 2001); Michigan Educational Assessment Program (MEAP) High School Assessment Administrator Manual, Fall 2006; Michigan Department of Education Assessment Accommodation Summary Table

    Minnesota
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Suport Accommodations
  • Indirect Linguistic Suport Accommodations


  • Math Only
  • Direct Linguistic Suport Accommodations


  • A school district may translate the mathematics assessment into a language other than English for an ELL student; however, language accommodations and language translations to basic requirements tests shall not be applied to the reading assessment.

    4. Other

    An ELL student may be temporarily exempted from participation if enrolled for fewer than three years in a school in which the primary language of instruction is English. This temporary exemption must be reviewed annually. Additionally, per an agreement with the U.S. Department of Education, the state will no longer use its English language proficiency test as an alternate to the state reading assessment for ELLs to calculate adequate yearly progress.
    How are English language learners addressed in exit exams? ELLs may be waived from passing exit exam to receive high school diploma
    Notes/Citation: Exemptions allowed for ELLs who have been enrolled in school for fewer than three years in a school in which the primary language of instruction is English.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though accommodations are similar, not all accommodations available to students with disabilities are available to ELLs.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: The IEP or section 504 accommodation plan determines and is to be reviewed annually.
  • Alternate assessment
    Notes/Citation: If an alternate assessment is necessary, a student's IEP or section 504 accommodation plan defines an appropriate assessment of the statewide standard at a modified level of difficulty for the student.
  • Other
    Notes/Citation: An exemption from assessments must be granted to a special needs student when the student cannot demonstrate the required degree of learning with appropriate accommodations or modifications if: (a) the student's IEP or section 504 accommodation plan does not and never has included the requirements on which the tests are based; or (b) the student is enrolled in special education classes for the subject matter included in the test, but the student's IEP or section 504 accommodation plan does not include a majority of concepts tested.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: Waivers allowed if the student cannot demonstrate the required degree of learning with appropriate accommodations or modifications, and: (a) the student's IEP or section 504 accommodation plan does not and never has included the requirements on which the tests are based; or (b) the student is enrolled in special education classes for the subject matter included in the test, but the student's IEP or section 504 accommodation plan does not include a majority of concepts tested.
  • Other
    Notes/Citation: A student with an IEP may receive a high school diploma by demonstrating an appropriate passing standard through the alternate assessment and a formal review by the student’s IEP team.
  • Technical notes and citations ELLs & assessments: MINN. STAT. § 120B.30 (see subdivisions 1(d)(1) & 1a(d); MINN. R. 3501.0100; Procedures Manual for the Minnesota Assessments, 2006-2007 (see ch. 5 for accommodations guidelines and available accommodations)
    ELLs & exit exams: MINN. STAT. § 120B.30 (see subdivisions 1(d)(1) & 1a(d); MINN. R. 3501.0100; MINN. R. 3501.0040 (statewide graduation standards); Procedures Manual for the Minnesota Assessments, 2006-2007 (see ch. 5 for accommodations guidelines and available accommodations)
    Students with disabilities & assessments: MINN. STAT. § 120B.30 (see subdivisions 1(d)(1) & 1a(d); MINN. R. 3501.0090; Procedures Manual for the Minnesota Assessments, 2006-2007 (see ch. 5 for accommodations guidelines and available accommodations)
    Students with disabilities & exit exams: MINN. STAT. § 120B.30 (see subdivisions 1(d)(1) & 1a(d); MINN. R. 3501.0090; MINN. R. 3501.0040 (statewide graduation standards); Procedures Manual for the Minnesota Assessments, 2006-2007 (see ch. 5 for accommodations guidelines and available accommodations)

    Mississippi
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs must participate in state assessments. No exemptions allowed.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: ELLs may use allowable accommodations for exit exams.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though accommodations are similar, not all accommodations available to students with disabilities are available to ELLs. The only accommodation for ELLs not available to students with disabilities is a native language dictionary. Additionally, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Some accommodations that may be used routinely in the classroom may not be allowable for statewide assessments.
  • Alternate assessment
    Notes/Citation: The alternate/alternative assessment process allows the assessment of: (a) students for whom an accurate measure of performance and progress cannot be obtained using the standard statewide testing programs even with appropriate accommodations and modifications; or (b) students with significant cognitive disabilities that are assessed against the Extended Curriculum Frameworks.
  • <
    How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: Although accommodation(s) are allowed on the exit exams for a student with a disability, some accommodations that may be used routinely in the classroom might not be allowable for the exit exams. If the student's IEP Committee has determined that student will receive a special education certificate or special diploma instead of a regular high school diploma, the student is not required to take the exit exam assessments. This decision must be documented on the student's IEP or in the student's education record. Signature of the parent or guardian must be maintained on file in the district.
  • Technical notes and citations ELLs & assessments: MISS. CODE ANN. § 37-16-3; Mississippi Guidelines for English Language Learners: Policies, Procedures, and Assessments 2005 (see pg. 19 for assessments information; pg. 22 for accommodations information; and pgs. 26-28 for accommodations list)
    ELLs & exit exams: MISS. CODE ANN. § 37-16-7; Mississippi High School Graduation Requirements; Mississippi Guidelines for English Language Learners: Policies, Procedures, and Assessments 2005 (see pg. 19 for assessments information; pg. 22 for accommodations information; and pgs. 26-28 for accommodations list)
    Students with disabilities & assessments: MISS. CODE ANN. § 37-16-3; MISS. CODE ANN. § 37-16-9; MISS. R. 36-000-101 (2006); Mississippi Statewide Assessment System Guidelines for Testing Students with Disabilities, Section 1, July 2005; Mississippi Statewide Assessment System Guidelines for Testing Students with Disabilities, Section 5, July 2005 (accommodations information)
    Students with disabilities & exit exams: MISS. CODE ANN. § 37-16-7; MISS. CODE ANN. § 37-16-9; MISS. CODE ANN. § 37-16-11; MISS. R. 36-000-101 (2006); Mississippi High School Graduation Requirements; Mississippi Statewide Assessment System Guidelines for Testing Students with Disabilities, Section 1, July 2005; Mississippi Statewide Assessment System Guidelines for Testing Students with Disabilities, Section 5, July 2005 (accommodations information)

    Missouri
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Indirect Linguistic Support Accommodations

  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    ELLs who have been in the U.S. for less than one calendar year at the time assessments are given may be exempt from taking the communication arts assessments, but will still be required to take the mathematics assessments.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Designed only for students with significant cognitive disabilities who meet age and participation criteria.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: MO. REV. STAT. § 160.518(5); MO. CODE REGS. ANN. tit. 5, § 50-280.010; Missouri Assessment Program Accommodations Chart; Missouri Department of Elementary & Secondary Education letter concerning assessment of Limited English Proficient (LEP) students
    Students with disabilities & assessments: MO. REV. STAT. § 160.518(6); MO. CODE REGS. ANN. tit. 5, § 50-280.010; MO. REV. STAT. § 160.518 (see section 6 regarding alternate assessments); Determining Eligibility for the Missouri Student Assessment Alternate (MAP-A); Missouri Assessment Program Accommodations Chart; Missouri Assessment Program (MAP) Accommodation Changes for MAP Subject Area Assessments 2005-2006 School Year

    Montana
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • A team of educators that has the authority to identify a student as an ELL may specify certain accommodation(s).

    3. Alternate assessment

    When the team of educators determines that an accommodation for an ELL student who has had fewer than three years of instruction in English would still not allow for adequate measurement of the student’s progress toward the content standards, the team may waive using the approved state-level assessments by providing alternate assessments that are appropriate to determine the student’s progress toward the content standards.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The IEP team may waive the approved state-level assessments and provide alternate assessments that are appropriate to determine the student’s progress toward the content standards.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: MONT. ADMIN. R. 10.56.101 (see sections 7 & 8); Montana Office of Public Instruction Assessment Handbook Volume 3, Accommodations and Alternate Assessment Scale (for students with disabilities and limited english proficiency); Montana Comprehensive Assessment System (MontCAS)Phase 1 Iowa Tests Participation Options and Accommodations; MontCAS Phase 2 Criterion-Referenced Test Accommodations
    Students with disabilities & assessments: MONT. ADMIN. R. 10.56.101 (see sections 7 & 8); Montana Office of Public Instruction Assessment Handbook Volume 3, Accommodations and Alternate Assessment Scale (for students with disabilities and limited english proficiency); Montana Comprehensive Assessment System (MontCAS)Phase 1 Iowa Tests Participation Options and Accommodations; MontCAS Phase 2 Criterion-Referenced Test Accommodations; Eligibility Guidelines for Phase 2 Criterion-referenced test (CRT)-Alternate

    Nebraska
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 3. Alternate assessment

    Students who are designated as non-English speakers only and who are in their first three years in a Nebraska school may be assessed using an alternate method. Students designated as being limited-English do not have this option. No ELLs are exempt from assessments.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: An alternate assessment is appropriate when the IEP team has determined and documented the following information on the student’s IEP: (1) The student’s demonstrated cognitive ability and adaptive behavior prevent completion of the general academic curriculum, even with appropriately designed and implemented modifications and accommodations; (2) the student’s curriculum is based on the STARS Alternate Standards which are generally embedded in a life-skills or functional curriculum; and, (3) the student requires intensive, frequent and individualized instruction in order to acquire, maintain, and demonstrate performance of those skills.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: NEB. REV. STAT. § 79-760 ; Nebraska Dept. of Education School-based Teacher-led Assessment and Reporting System (STARS) Update #22, September, 2006 (see pg. 10, "Information About the Assessment of English Language Learners")
    Students with disabilities & assessments: NEB. REV. STAT. § 79-760 ; STARS Alternate Standards and Assessments for Students with Disabilities; Accommodations Guidelines for the Instruction and Assessment of Students with Disabilities

    Nevada
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELL students (including those new to the U.S. within the prior year), regardless of their English language proficiency level, must participate in the state content tests in reading, mathematics, science, and writing.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • ELLs who have achieved “Proficient” (a combined score of 240 or greater) on the English Language Proficiency Assessment (ELPA), which they must take, are ineligible for accommodations.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: ELLs may use allowable accommodations for exit exams. If a students fails to pass the High School Proficiency Examination (HSPE), or exit exam, that student must not be graduated until he/she is able, through remedial study, to pass the HSPE; however, the student may be given a certificate of attendance, in place of a diploma, if the student has reached 17 years of age.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Must be an accommodation used during the regular instructional day in the classroom to address a student’s identified need.
  • Alternate assessment
    Notes/Citation: Only for students identified as having the most significant cognitive disabilities.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: All students are required to participate in the exit exams beginning in the 10th grade. The only exception is for students with significant cognitive disabilities participating in the state’s alternate assessment, the Nevada Alternate Scales of Academic Achievement (NASAA). Students with IEPs (including students assessed with the NASAA) may attain an adjusted diploma, subject to meeting the criteria identified in the student’s IEP.
  • Technical notes and citations ELLs & assessments: NEV. REV. STAT. 389.011; Guidelines for the Nevada Proficiency Examination Program 2006 -2007: Tab 3 - Students with Special Needs (see pgs. 6-8 for students with limited english proficiency; see pgs. 13-14 for accommodations information)
    ELLs & exit exams: NEV. REV. STAT. 389.015; NEV. REV. STAT. 389.011; Guidelines for the Nevada Proficiency Examination Program 2006 -2007: Tab 3 - Students with Special Needs (see pgs. 6-8 for students with limited english proficiency; see pgs. 13-14 for accommodations information)
    Students with disabilities & assessments: NEV. REV. STAT. 389.0115; Guidelines for the Nevada Proficiency Examination Program 2006 -2007: Tab 3 - Students with Special Needs (see pgs. 3-6 for students with limited english proficiency; see pgs. 9-12 for accommodations information); Guidelines for the Nevada Proficiency Examination Program 2006-2007: Tab 9 - Alternate Assessment
    Students with disabilities & exit exams: NEV. REV. STAT. 389.015; NEV. REV. STAT. 389.0115; Guidelines for the Nevada Proficiency Examination Program 2006 -2007: Tab 3 - Students with Special Needs (see pgs. 3-6 for students with limited english proficiency; see pgs. 9-12 for accommodations information); Guidelines for the Nevada Proficiency Examination Program 2006-2007: Tab 9 - Alternate Assessment

    New Hampshire
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    ELLs who have been in U.S. schools for less than 10 months at the time of testing are exempt from participating in the reading portion of the grade 10 assessment, but must participate in the mathematics portion.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    However, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Use of accommodation or alternative assessment must be explicitly identified in the student’s IEP plan. Only students with severe cognitive disabilities participate in the alternate assessment.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: N.H. REV. STAT. ANN. § 193-C:6; Procedures for Determining How Students Will Participate in the Grade 10 Statewide Assessment of the New Hampshire Educational Improvement and Assessment Program (NHEIAP) 2005–2006 (see pg. 5 for standard accommodations list)
    Students with disabilities & assessments: N.H. REV. STAT. ANN. § 193-C:6; Procedures for Determining How Students Will Participate in the Grade 10 Statewide Assessment of the New Hampshire Educational Improvement and Assessment Program (NHEIAP) 2005–2006 (see pg. 5 for standard accommodations list)

    New Jersey
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • All ELLs must participate and may be allowed one or more accommodations. Accommodations may include additional time, translation of the test directions only into the student’s native language, and use of a bilingual translation dictionary.
    How are English language learners addressed in exit exams? ELLs must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: All students must pass the High School Proficiency Assessment (HSPA) first administered in grade 11 to obtain a high school diploma. ELLs may take the HSPA with approved accommodations if necessary. Students who do not achieve a certain score on the HSPA or parts of it can take the Special Review Assessment (SRA), which is an alternative assessment that provides students with the opportunity to exhibit their understanding and mastery of the HSPA skills in contexts that are familiar and related to their experiences. The SRA content is linked to the HSPA test specifications in order to ensure that students who are certified through the SRA process have demonstrated the same skills and competencies at comparable levels as students who passed the HSPA. ELLs may demonstrate proficiency in required SRA content areas through completion of the SRA process in their native language and/or in English, with appropriate accommodations. ELLs are eligible to take the SRA in their native language if they meet certain requirements. All SRA students must continue to take the HSPA each time it is administered, including March of their senior year. Although all school districts in New Jersey have adopted a combination of state and local graduation requirements, the decision on whether a student graduates is made by the local school district, pursuant to law and rule. However, the school district superintendent and the high school principal are required to verify that each student’s performance on the SRA meets or exceeds the proficiency level of the state’s graduation assessment. Members of the class of 2010 are the last students eligible to take the SRA language arts literacy assessment, while members of the class of 2012 are the last students eligible to take the SRA mathematics assessment.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Modifications or accommodations must be specified in the student’s IEP or 504 plan, and must be consistent with the instruction and assessment procedures used in the student’s classroom.
  • Alternate assessment
    Notes/Citation: Only used in each content area where the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment and the student cannot complete any of the types of questions on the assessment in the content area(s) even with accommodations and modifications.
  • Other
    Notes/Citation: All students with disabilities must participate unless their IEP specifically exempts them from taking one or more sections of the assessment.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: If the student does take the HSPA, the IEP team determines if the student will be required to pass each content area in order to graduate. If a student’s IEP states that the student must pass the HSPA in one or more content areas in order to graduate, and the student does not pass the specified content areas in 11th grade (or age 18 if ungraded), the student will participate in the SRA (alternate assessment). The IEP team determines whether the student does not have to take the HSPA a second or third time while he or she is participating in the SRA if taking the HSPA again would be detrimental. Members of the class of 2010 are the last students eligible to take the SRA language arts literacy assessment, while members of the class of 2012 are the last students eligible to take the SRA mathematics assessment.
  • Technical notes and citations ELLs & assessments: N.J. ADMIN. CODE tit. 6A, § 8-4.1(d) & 8-5.1(f)3; N.J. High School Statewide Assessment page; N.J. Testing Accommodations page; Special Review Assessment (alternate assessment) Administration Manual, 2006-2007 (see pg. 13)
    ELLs & exit exams: N.J. ADMIN. CODE tit. 6A, § 8-4.1(d) & 8-5.1(f)3; N.J. High School Statewide Assessment page; N.J. Testing Accommodations page; Special Review Assessment (alternate assessment) Administration Manual, 2006-2007 (see pg. 13)
    Students with disabilities & assessments: N.J. ADMIN. CODE tit. 6A, § 8-4.1(d) & 8-5.1(c); N.J. ADMIN. CODE tit. 6A, § 14-4.10; N.J. High School Statewide Assessment page; N.J. Testing Accommodations page; Special Education Accommodations Guidelines & List; Special Review Assessment (alternate assessment) Administration Manual, 2006-2007 (see pg. 11)
    Students with disabilities & exit exams: N.J. ADMIN. CODE tit. 6A, § 8-4.1(d)& 8-5.1(c); N.J. ADMIN. CODE tit. 6A, § 14-4.11; N.J. High School Statewide Assessment page; N.J. Testing Accommodations page; Special Education Accommodations Guidelines & List; Special Review Assessment (alternate assessment) Administration Manual, 2006-2007 (see pg. 11)

    New Mexico
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Acommodations
  • Indirect Linguistic Support Acommodations


  • Math Only
  • Direct Linguistic Support Acommodations


  • A school team considers the appropriateness of using one or more test accommodations for an individual ELL student on a case-by-case basis. No blanket decisions for accommodations for groups of ELLs are allowed. Accommodations provided should be familiar to the student from his/her school experience. Allowable accommodations include taking a Spanish-language version of competency tests (only available alternate language option). Each school district must ensure that any student who has attended school in the U.S. for three or more consecutive school years, though, is assessed using tests written in English. If the district determines on a case-by-case basis that academic assessments in a language other than English would yield more accurate and reliable information, the student may be tested with approval from the New Mexico Public Education Department (PED) in another language for a period not to exceed 2 additional consecutive years.

    3. Alternate assessment

    Students who have limited English skills as determined by the local education agency's language assessment instrument may be exempted provided all such exemptions are reported to the New Mexico Public Education Department (PED). The educational achievement of all students in grade 9 who have been exempted from the statewide testing program for limited English language skills must be assessed with a standardized test in a language appropriate for each student. If an appropriate test does not exist for a particular language, then educational achievement must be assessed by each student's teacher(s). Determination of mastery may involve the following: classroom, school, or district tests; student class work; and systematic teacher observations.
    How are English language learners addressed in exit exams? ELLs may be waived from passing exit exam to receive high school diploma
    Notes/Citation: Students who have limited English skills as determined by the local education agency's language assessment instrument may be exempted from the statewide testing program, including the high school exit exam, provided all such exemptions are reported to the New Mexico Public Education Department (PED). For students who are exempted, the district should implement alternative assessment methods to determine mastery of content standards. The exit exam is available in a Spanish-language version (only alternate language option).
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: IEP specifies.
  • Alternate assessment
    Notes/Citation: For students with the most significant cognitive disabilities. The IEP for a student who will not participate in an assessment must explain why that assessment is not appropriate for that student and how the student will be assessed using current state-approved criteria, methods and instruments.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: A student with an IEP may be exempt from taking the high school exit exam. The IEPs for students who will not participate the high school exit exam shall explain why that assessment is not appropriate for that student and how the student will be assessed using current state-approved criteria, methods and instruments.
  • Technical notes and citations ELLs & assessments: N.M. STAT. ANN. § 22-2C-4; N.M ADMIN. CODE tit. 6 § 30.2.10(K)1(a); Appropriate Accommodations for Assessing Academic Achievement of English Language Learners; Checklist of Accommodations for English Language Learners;
    ELLs & exit exams: N.M. STAT. ANN. § 22-2C-4; N.M ADMIN. CODE tit. 6 § 30.2.10(K)1(a); Appropriate Accommodations for Assessing Academic Achievement of English Language Learners; Checklist of Accommodations for English Language Learners
    Students with disabilities & assessments: N.M. STAT. ANN. § 22-2C-4; N.M ADMIN. CODE tit. 6 § 30.2.10(K)1(b); Making Decisions Concerning the Participation of Students with Disabilities In the New Mexico Statewide Assessment Program; How to Choose and Use Accommodations for Students with Disabilities
    Students with disabilities & exit exams: N.M. STAT. ANN. § 22-2C-4; N.M ADMIN. CODE tit. 6 § 30.2.10(K)1(b); Making Decisions Concerning the Participation of Students with Disabilities In the New Mexico Statewide Assessment Program; How to Choose and Use Accommodations for Students with Disabilities

    New York
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    All high school-level assessments are Regents subject exams/competency tests (exit exams).
    How are English language learners addressed in exit exams? ELLs must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: ELLs may demonstrate proficiency in mathematics, occupational education, science, and social studies in their native language regardless of the grade during which they entered a school where the predominant language is English by passing an alternative language edition of the required Regents competency tests or Regents examinations in these subject areas, depending on the year of first entry into grade 9. The Regents exams and competency tests in sequential mathematics, course I; mathematics A; biology or living environment; Earth science; global history and geography; and United States history and government are provided in five alternative languages: Chinese, Haitian Creole, Korean, Russian, and Spanish. Additional accommodations are available for ELLs. The state has also agreed to stop using its English language proficiency exam as an alternate to the English language arts assessment for certain ELLs, as ordered by the U.S. Department of Education.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The requirements for a local diploma may be met by passing the Regent's competency tests in the subject areas they failed in the Regent's exam.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: Accommodations are allowed. For students with disabilities who first enter grade nine prior to September 2010 and who fail any of the required Regents subject examinations (high school exit exams), the requirements for a local diploma may be met by passing the Regents competency tests in those subject area(s). For students with disabilities who first enter grade nine in September 2005 and thereafter, the requirements for a local diploma may also be met by passing the Regents examination in the respective subject areas with a score of 55-64.
  • Technical notes and citations ELLs & exit exams: N.Y. COMP. CODES R. & REGS. tit. 8, § 100.5 (a)(5); Regents Examinations, Regents Competency Tests, and Proficiency Examinations School Administrator’s Manual 2001 Edition (see pgs. 6 & 13 for accommodations information)
    Students with disabilities & exit exams: N.Y. COMP. CODES R. & REGS. tit. 8, § 100.5 (a)(5); Test Access & Accommodations for Students with Disabilities (see ch. 4 for overview of accommodations); Regents Examinations, Regents Competency Tests, and Proficiency Examinations School Administrator’s Manual 2001 Edition (see pgs. 16 & 46 for accommodations information)

    North Carolina
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs must participate in state assessments through standard test administration, standard test administration with accommodations/modification, or alternate assessment. No exemptions are allowed.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • The accommodation must be documented and reflect routine use during instruction and similar classroom assessments that measure the same construct. However, once an ELL achieves a proficiency level of "Superior" on all four subtests of the state English language proficiency tests, the student is no longer eligible to receive accommodations on state-mandated tests.

    3. Alternate assessment

    ELL students that have been assessed on the state-identified English language proficiency tests as below Intermediate High in reading may participate in the state-designated alternate assessment for up to 24 months in U.S. schools. The state-designated alternate assessment may be used in the areas of reading and mathematics at grades 3–8 and 10, writing at grades 4, 7, and 10, and in high school courses in which an end-of-course test is administered. Limited English proficient students who have been assessed on the state-identified English language proficiency tests (state board of education policy HSP-A-011) as below Superior in writing may participate in the state-designated alternate assessment in writing at grades 4, 7, and 10 for up to two years (24 months) in U.S. schools.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: School districts must provide focused intervention for ELLs until they have met statewide promotion standards and high school graduation requirements (up to age 21). This intervention involves extended, supplemental instructional opportunities that include assistance in the development of English language proficiency. These students shall have personalized education plans with the following components: diagnostic evaluation, intervention strategies, and monitoring strategies.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: Must (1) be documented in the student’s current IEP or Section 504 Plan, and (2) the documentation must reflect routine use during instruction and similar classroom assessments that measure the same construct. However, in cases where the documentation is not consistent with accommodations used during instruction, the student is to receive the accommodations specified in the current IEP or Section 504 Plan, although this could adversely affect student performance.
  • Alternate assessment
    Notes/Citation: Students with disabilities must participate in alternate assessments if they do not participate in a statewide standard test administration with or without accommodations.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: Although the IEP Team or Section 504 Committee has the authority to determine that a student with a disability will not participate in the administration(s) of the competency tests and/or computer skills tests, the decision does not excuse the student from the state graduation requirements. In the event that the IEP Team or Section 504 Committee determines that a student will not participate, the parent(s)/guardian(s) must be notified that the student must pass the competency standard and meet the computer proficiency standard in order to receive a North Carolina high school diploma. Students not meeting these standards will be eligible to receive a certificate of achievement or graduation certificate provided they satisfy all other state and local graduation requirements.
  • Technical notes and citations ELLs & assessments: N.C. GEN. STAT. § 115C-174.11; Guidelines for Testing Students Identified as Limited English Proficient, North Carolina Testing Program Grades 3–12, September 2005 (see pg. 29 for testing accommodations descriptions and procedures)
    ELLs & exit exams: N.C. GEN. STAT. § 115C-174.11; N.C. ADMIN. CODE tit. 16, r. 6D.0507 ; N.C. ADMIN. CODE tit. 16, r. 6D.0503; N.C ADMIN. CODE tit. 16, r. 6D.0502; NC Course of Study Graduation Requirements; Guidelines for Testing Students Identified as Limited English Proficient, North Carolina Testing Program Grades 3–12, September 2005 (see pg. 29 for testing accommodations descriptions and procedures)
    Students with disabilities & assessments: N.C. GEN. STAT. § 115C-174.11; N.C ADMIN. CODE tit. 16, r. 6D.0506; Testing Students with Disabilities, North Carolina Testing Program, July 2005 (see section D for testing accommodations descriptions and procedures)
    Students with disabilities & exit exams: N.C. GEN. STAT. § 115C-174.11; N.C. ADMIN. CODE tit. 16, r. 6D.0503; N.C ADMIN. CODE tit. 16, r. 6D.0502; NC Course of Study Graduation Requirements; Testing Students with Disabilities, North Carolina Testing Program, July 2005 (see section D for testing accommodations descriptions and procedures)

    North Dakota
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs participate in state assessments with or without accommodations. No exemptions allowed.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations


  • There are only two accommodations available to ELLs: Simplified test directions and reading aloud test text to the student, which may not be done in a simplified manner and must be verbatim.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, most accommodations available to students with disabilities are not offered to ELLs.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: N.D. CENT. CODE § 15.1-21-08; North Dakota State Assessment Program Test Coordinator's Manual, Fall 2006 (see Appendix G for ELL students); North Dakota State Assessment Program Test Coordinator's Manual, Fall 2006, Assessment Accommodations; Linguistically Diverse Students in North Dakota: School District Responsibilities and Services Available, July 2005
    Students with disabilities & assessments: N.D. CENT. CODE § 15.1-21-08; North Dakota State Assessment Program Test Coordinator's Manual, Fall 2006 (see Appendix D for testing guidelines for students with disabilities); North Dakota State Assessment Program Test Coordinator's Manual, Fall 2006, Assessment Accommodations; Students with Disabilities and North Dakota State Assessments: Information for Parents and Educators (alternate assessment information)

    Ohio
    Special Populations
    How are English language learners included in high school-level exams?

    1. Standard Assessment

    2. Assessment with accommodations/modifications
    ELA/Math

  • Direct Linguistic Support Accommodations


  • 4. Other

    All high school-level assessments are exit exams.

    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: ELLs are eligible for a temporary one-year exemption from the state reading and writing test, but must take the state English language proficiency exam in its place. However, the provisions of the temporary exemption shall not be interpreted to mean that an ELL is exempted from meeting all proficiency test requirements for graduation. All ELLs are allowed the use of a dictionary and extended time as accommodations on graduation tests. ELLs enrolled in a U.S. school for fewer than three years that are classified at the beginning or intermediate level in reading and writing are also eligible to receive one additional accommodation, including administration of the test in their native language via audio cd or use of an oral translator.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: A student with an IEP may be awarded a diploma without attaining the applicable scores on the Ohio Graduation Tests provided the student's IEP specifically exempts the student from attaining such scores. However, this exemption does not negate the requirement for such a student to take all required tests or alternate assessments. The student is eligible for accommodations on such tests or assessments, however.
  • Technical notes and citations ELLs & exit exams: OHIO REV. CODE ANN. § 3301.0710; OHIO REV. CODE ANN. § 3301.0711; OHIO REV. CODE ANN. § 3313.61; OHIO ADMIN. CODE § 3301-13-11; OHIO ADMIN. CODE § 3301-13-02(I)(12) - testing accommodations; Resources for Ohio Graduation Tests (scroll down to "Resources for Administrators" and click on "Building Test Coordinator Manual, 2006-2007 School Year" and see Appendix B, pgs. 18-20, for specific accommodations information)
    Students with disabilities & exit exams: OHIO REV. CODE ANN. § 3301.0710; OHIO REV. CODE ANN. § 3301.0711; OHIO REV. CODE ANN. § 3313.61; OHIO ADMIN. CODE § 3301-13-03 Ohio’s Policy on Test Accommodations for Students with Disabilties; Resources for Ohio Graduation Tests (scroll down to "Resources for Administrators" and click on "Building Test Coordinator Manual, 2006-2007 School Year" and see Appendix B, pgs. 18-20, for specific accommodations information)

    Oklahoma
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard Assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    All high school-level assessments are the End-of-Instruction (EOI) tests (exit exams).
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: Students in their first year at a U.S. public school are not required to take the state reading test, which includes English II, but must take the state math test. Students identified as ELL are assessed in a valid and reliable manner with the state academic assessments with acceptable accommodations as necessary and, to the extent practicable, with alternate assessments aligned to the state assessment provided by the local school district in the language and form most likely to yield accurate data on what such students know and can do in these content areas. These alternate assessments will continue until such students have achieved English language proficiency. If ELL students are administered the state-mandated reading and language arts achievement tests in a language other than English, this will be allowed only during their first three consecutive years of school attendance in the United States (not including Puerto Rico). After three years these tests must be administered in English, except that if the local school district determines on a case-by-case basis that a student has not yet reached a level of English language proficiency that will allow valid and reliable information to be obtained, even with testing accommodations, individual waivers will be allowed by the local district for up to two additional consecutive years, according to federal law.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Only for students with the most significant disabilities.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: A student with an IEP is exempt from attaining a passing score unless provided for in the student’s IEP. Students with an IEP are still required to participate but can do so with or without accommodations or through an alternate assessment. Only students with the most significant disabilities participate in the Oklahoma Alternate Assessment Program (OAAP).
  • Technical notes and citations ELLs & exit exams: OKLA. STAT. tit. 70, § 1210.507(A)(7) (scroll about 2/3 down); OKLA. STAT. tit. 70, § 1210.523 (scroll about 2/3 down); OKLA. ADMIN. CODE § 210:10-13-2; Frequently Asked Questions - Oklahoma School Testing Program (see section V for ELLs); Oklahoma Core Curriculum Tests End-of-Instruction (EOI 2005–2006 Test Preparation Manual (see Appendix II, pg. 48 for accommodations information)
    Students with disabilities & exit exams: OKLA. STAT. tit. 70, § 1210.507(A)(7) (scroll about 2/3 down); OKLA. STAT. tit. 70, § 1210.523(D) (scroll about 2/3 down); OKLA. ADMIN. CODE § 210:10-13-2; OKLA. ADMIN. CODE § 210:10-13-11; Frequently Asked Questions - Oklahoma School Testing Program (see section VI for students with disabilities); Oklahoma Core Curriculum Tests End-of-Instruction (EOI 2005–2006 Test Preparation Manual (see Appendix I, pg. 46 for accommodations information)

    Oregon
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Students who are not proficient in English may be tested in their native language in reading or English language arts for up to 5 years. Eligible students are those who: (1) Have been educated in the U.S. for three or fewer consecutive years, and; (2) have not yet reached a sufficient level of English language proficiency such that being tested in English would produce a valid and reliable score. After three years, a district may determine on a case-by-case basis that a student has not yet reached a level of English language proficiency sufficient to yield valid and reliable information on what such a student knows and can do on the English version of the reading or English language arts tests. At that time, the student may continue to respond in their native language for up to an additional 2 years. Other ELL accommodations are also available.

    4. Other

    ELLs in their first year of enrollment in U.S. schools are not required to participate in the state's reading and writing assessments, but must take the state's English language proficiency assessment. ELLs in their first year of enrollment in U.S. schools are also required to participate in the state's mathematics assessments.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    All available accommodations are grouped together.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: In September 2006, the U.S. Department of Education forced Oregon to drop the use of its alternate assessment for students with moderate to severe disabilities, due to problems with the test's validity, and develop a new alternate assessment for use beginning in the 2006-2007 school year.
  • Other
    Notes/Citation: A student with a disability may be exempted from participation in state assessments upon request by the student's parent.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: OR. ADMIN. R. 581-022-0610 (scroll down); OR. ADMIN. R. 581-022-1111; Oregon Dept. of Education Executive Memorandum 029-2003-04 regarding assessing new limited english proficient students; Oregon Dept. of Education Executive Memorandum 016-2003-04 regarding language responses to the writing assessment; Guidance for Including English Language Learners in Oregon’s Statewide Assessments; Oregon Assessments Administration Manual Part 2, 2006-2007 (see pg. 50 for accommodations/modifications tables)
    Students with disabilities & assessments: OR. ADMIN. R. 581-022-0610, -0611, -0612 (scroll down); OR. ADMIN. R. 581-022-1111; How have statewide assessment options changed for students with disabilities?; Oregon Assessments Administration Manual Part 2, 2006-2007 (see pg. 50 for accommodations/modifications tables)

    Pennsylvania
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • ELL should have experience using the accommodation(s) prior to the assessment.

    4. Other

    ELL students in their first year of enrollment in U.S. schools may be excused from taking the reading and writing assessments, but must participate in the mathematics assessment, with accommodations as appropriate.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group. Additionally, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Pennsylvania Alternate System of Assessment (PASA) is appropriate for a small number of students with severe cognitive disabilities. All other students must participate in the standard assessment, with or without accommodations.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
  • Technical notes and citations ELLs & assessments: 22 PA. CODE § 4.51; 4.52 (see pgs. 23-26); Pennsylvania Dept. of Education 2007 Accommodations Guidelines (see pgs. 4-14 for accommodations); 2007 PSSA Fact Sheet: Accommodations for English Language Learners
    ELLs & exit exams: 22 PA. CODE § 4.24(a) (see pgs. 16-17); Pennsylvania Dept. of Education 2007 Accommodations Guidelines (see pgs. 4-14 for accommodations); 2007 PSSA Fact Sheet: Accommodations for English Language Learners
    Students with disabilities & assessments: 22 PA. CODE § 4.24(a),(e); 4.51(j); 4.52(g) (see pgs. 16 & 25); Pennsylvania Dept. of Education 2007 Accommodations Guidelines (see pgs. 4-14 for accommodations and pg. 25 for alternate assessment information)
    Students with disabilities & exit exams: 22 PA. CODE § 4.24(a),(e); 4.51(j); 4.52(g) - (see pgs. 16 & 25); Pennsylvania Dept. of Education 2007 Accommodations Guidelines (see pgs. 4-14 for accommodations and pg. 25 for alternate assessment information)

    Puerto Rico
    Special Populations
    State has established differentiated accommodations for English language learners and students with disabilities Not applicable.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: For students with signficant disabilities.
  • Technical notes and citations ELLs & assessments: Puerto Rico Dept. of Education Curricular Framework English Program
    Students with disabilities & assessments: Puerto Rico Dept. of Education Curricular Framework English Program (see Attachment A, pg. 42, for assessment of students with disabilities)

    Rhode Island
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Supprt Accommodations
  • Indirect Linguistic Supprt Accommodations


  • Math
  • Direct Linguistic Supprt Accommodations


  • A school team decides accommodation(s) for ELLs. Accommodations should be based on individual student needs and be consistent with accommodations used during regular classroom instruction.

    4. Other

    ELLs that are new to the country and enrolled in a U.S. school for one year or less may be exempt from taking the English language arts assessment, but still must take the mathematics assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    All available accommodations are grouped together.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Rhode Island Alternate Assessment (RIAA) is for students with significant cognitive disabilities. Students must also meet other specified criteria to participate in RIAA, which is determined and documented by the student's Individualized Education Plan (IEP) team.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: New England Common Assessment Program Accommodations, Guidelines, and Procedures: Administrator Training Guide (see section 3 for ELLs & section 4 for available accommodations)
    Students with disabilities & assessments: R.I. CODE R. 08-010-002, Section 300.138 New England Common Assessment Program Accommodations, Guidelines, and Procedures: Administrator Training Guide (see section 3 for students with disabilities & section 4 for available accommodations)

    South Carolina
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs must participate with or without accommodations.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Accommodations and modifications must be consistent with those used routinely in classroom instruction and assessment throughout the school year. Alternate language formats are not offered as an available accommodation.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group. Additionally, requests for non-standard accommodations for students with disabilities may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The South Carolina Alternate Assessment (SC-Alt) is for students with significant cognitive disabilities who are unable to participate in the regular assessment program even with accommodations and/or modifications. The SC-Alt is administered to students who meet the participation guidelines.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: Students with disabilities who meet the participation guidelines for alternate assessment will not take the High School Assessment Program or HSAP tests (exit exams), but will take the alternate assessment as appropriate to their age. Students with disabilities taking the HSAP tests may do so with accommodations and/or modifications if specified on the students's Individualized Educational Program (IEP) or 504 plan.
  • Technical notes and citations ELLs & assessments: S.C. CODE REGS. 43-262; South Carolina End-of-Course Examination Program Test Administration Manual, Fall 2006 (see appendix D for accommodations information)
    ELLs & exit exams: S.C. CODE ANN. § 59-30-10, 59-30-11; S.C. CODE REGS. 43-262; South Carolina High School Assessment Program Test Administration Manual, Fall 2006 (see appendix D for accommodations information)
    Students with disabilities & assessments: S.C. CODE ANN. § 59-18-320(B); S.C. CODE REGS. 43-262(A)(6); South Carolina End-of-Course Examination Program Test Administration Manual, Fall 2006 (see appendix C for accommodations information); Participation Guidelines for Alternate Assessment
    Students with disabilities & exit exams: S.C. CODE ANN. § 59-30-10, 59-30-11, 59-30-15; S.C. CODE REGS. 43-262(A)(6);(B); South Carolina High School Assessment Program Test Administration Manual, Fall 2006 (see appendix C for accommodations information); South Carolina Alternate Assessment (SC-Alt) replaces the High School Assessment Program Alternate Assessment (HSAP-Alt) for the 2006-07 school year; Participation Guidelines for Alternate Assessment

    South Dakota
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • 4. Other

    ELLs in their first year of enrollment in a U.S. school are not required to take the reading assessment if they participate in the state's English language proficiency assessment. All ELLs, however, must take the mathematics assessment.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: S.D. CODIFIED LAWS § 13-3-55; S.D. ADMIN. R. 24:42:08:05; Dakota STEP Administration Test Coordinator's Handbook, 2006 (see pgs. 11-12 for accommodations information)
    Students with disabilities & assessments: S.D. CODIFIED LAWS § 13-3-55; S.D. ADMIN. R. 24:42:08:04; Dakota STEP Administration Test Coordinator's Handbook, 2006 (see pgs. 13-19 for accommodations information); South Dakota Department of Education Alternate Assessment

    Tennessee
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    There are no exemptions of ELL students from any state assessments. Additionally, the state has stopped using assessments with a portfolio component for ELLs, due to objections of the assessments by the U.S. Department of Education.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • All ELL accommodations used must be appropriate for the individual student and documented as a classroom accommodation that has been used consistently during the school year. If an accommodation has not been used in the student’s program to the extent that the student is proficient with the accommodation, the accommodation may not be used.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: There are no exemptions of ELL students from any state assessments, including the Gateway Examinations (exit exams).
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities. Additionally, requests for non-standard accommodations for students with disabilities may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: If an accommodation has not been used in the student’s program to the extent that the student is proficient with the accommodation, the accommodation may not be used.
  • Alternate assessment
    Notes/Citation: The Tennessee Comprehensive Assessment Program – Alternate Portfolio Assessment (TCAP-Alt PA) is for students with moderate, severe, and profound disabilities who cannot participate in regular TCAP assessments, even with testing accommodations.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: Content area requirements for the alternate portfolio assessment at the high school level are limited to areas measured by the Tennessee Comprehensive Assessment Program (TCAP) Gateway tests, TCAP writing assessment, and exit exams. A special education diploma will be awarded to students who have satisfactorily completed an Individualized Education Program (IEP), and who have satisfactory records of attendance and conduct, but who have not met Gateway Examination (exit exam) standards required for a regular diploma.
  • Technical notes and citations ELLs & assessments: ELL Students in Tennessee Comprehensive Assessment Program (TCAP) Testing Policy (see pg. 2 for accommodations)
    ELLs & exit exams: TENN. COMP. R & REGS. 0520-1-3-.06(1)(a)1, (d)2 (see pgs. 18 & 20); Tennessee State Board of Education High School Examinations Policy; ELL Students in Tennessee Comprehensive Assessment Program (TCAP) Testing Policy (see pg. 2 for accommodations)
    Students with disabilities & assessments: 2006 – 2007 TCAP Accommodations Instructions for Students with Disabilities (see pgs. 14-25 for accommodations information); The Tennessee Comprehensive Assessment Program Alternate Portfolio Assessment (TCAP-Alt PA) Post Test Brochure
    Students with disabilities & exit exams: TENN. COMP. R & REGS. 0520-1-3-.06(1)(a)3, (d)2 (see pgs. 18 & 20); TENN. CODE ANN. § 49-1-612 (alternate assessments); Tennessee State Board of Education High School Examinations Policy; 2006 – 2007 TCAP Accommodations Instructions for Students with Disabilities (see pgs. 14-25 for accommodations information)

    Texas
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Accommodation decisions are made on an individual basis and based on whether the student routinely receives the accommodation in classroom instruction and testing.

    4. Other

    ELLs in their first school year in the U.S. may be exempt from the state reading test. However, per an agreement with the U.S. Department of Education, the state will no longer use its English language proficiency test to calculate adequate yearly progress in reading for ELLs. ELLs with disabilities may also be exempt from standardized tests and participate in alternate assessments.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: ELL students who first enroll in U.S. schools no more than 12 months before the administration of exit exams may postpone taking the exams one time.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Additionally, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • Other
    Notes/Citation: A student with a disability may be exempted from state assessments if the student is eligible for a special education program and the student’s IEP does not include instruction in the essential knowledge and skills at any grade level as defined under Texas law.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP may be waived from passing exit exam to receive regular high school diploma
    Notes/Citation: Exemptions may be given if the student’s IEP does not include instruction in the essential knowledge and skills at any grade level, or the assessment instrument, even with allowable modifications, would not provide an appropriate measure of the student’s achievement as determined by the student’s admission, review, and dismissal committee.
  • Technical notes and citations ELLs & assessments: TEX. EDUC. CODE ANN. § 39.023(a) and 39.027(a)(3),(4); 19 TEX. ADMIN. CODE § 101.1007(b) - (e); 19 TEX. ADMIN. CODE § 101.29; Texas Assessment of Knowledge and Skills (TAKS) District & Campus Coordinator Manual 2006 (see pgs. 32-37 for accommodations information); Language Proficiency Assessment Committee (LPAC) Decision-Making Process for the Texas Assessment Program (Grades 3-12): Procedural Manual and Forms for the 2005-2006 School Year
    ELLs & exit exams: TEX. EDUC. CODE ANN. § 39.025 and 39.027(a)(3),(4); 19 TEX. ADMIN. CODE § 101.7; 19 TEX. ADMIN. CODE § 101.1005; 19 TEX. ADMIN. CODE § 101.29; Texas Assessment of Knowledge and Skills (TAKS) District & Campus Coordinator Manual 2006 (see pgs. 32-37 for accommodations information); Language Proficiency Assessment Committee (LPAC) Decision-Making Process for the Texas Assessment Program (Grades 3-12): Procedural Manual and Forms for the 2005-2006 School Year
    Students with disabilities & assessments: TEX. EDUC. CODE ANN. § 39.023(a),(b) and 39.027(a)(1); 19 TEX. ADMIN. CODE § 101.5(b),(c); 19 TEX. ADMIN. CODE § 101.29; Texas Assessment of Knowledge and Skills (TAKS) District & Campus Coordinator Manual 2006 (see pgs. 32-34 & 41-44 for accommodations information)
    Students with disabilities & exit exams: TEX. EDUC. CODE ANN. § 39.023(c), 39.025, and 39.027(a)(2); 19 TEX. ADMIN. CODE § 101.7(c); 19 TEX. ADMIN. CODE § 101.29; Texas Assessment of Knowledge and Skills (TAKS) District & Campus Coordinator Manual 2006 (see pgs. 32-34 & 41-44 for accommodations information); Alternative Assessments for Exit-Level TAKS (exit exams)

    Utah
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    ELL students who have been in the U.S. for less than three years may be exempt from some assessments, depending on date of enrollment and number of years in U.S. schools.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    Notes/Citation: A student who attempts the exit exams three times, but does not pass is still eligible for a modified diploma that notes the student did not pass the exit exams, if all other graduation requirements are met. A student who does not make three attempts to pass the exit exams is only eligible for a certificate of completion.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Utah Alternate Assessment is administered to students classified as having significant cognitive disabilities on an IEP who are not able to participate in other statewide assessments, even with test accommodations.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: A student who attempts the exit exams three times, but does not pass is still eligible for a modified diploma that notes the student did not pass the exit exams (if all other graduation requirements are met.) A student who does not make at least three attempts to pass the exit exams is only eligible for a certificate of completion.
  • Technical notes and citations ELLs & assessments: UTAH CODE ANN. § 53A-1-603; Utah Performance Assessment System for Students Participation & Accommodations Policy, 2006-07 (see pg. 23 for accommodations information & pg. 49 for exemptions guidelines)
    ELLs & exit exams: UTAH CODE ANN. § 53A-1-611; Utah Basic Skills Competency Test (UBSCT) Clarification of Practice, August 1, 2006
    Students with disabilities & assessments: UTAH CODE ANN. § 53A-1-603; Utah Performance Assessment System for Students Participation & Accommodations Policy, 2006-07 (see pg. 24 for accommodations information); Utah’s Alternate Assessment Administration Manual, August 2006
    Students with disabilities & exit exams: UTAH CODE ANN. § 53A-1-611; UTAH ADMIN. CODE 277-705-5; Utah Basic Skills Competency Test (UBSCT) Clarification of Practice, August 1, 2006

    Vermont
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations
  • Non-ELL-Responsive Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Accommodation decisions are made by the school team responsible for planning the student’s academic program and should include parent participation. Any accommodations must be consistent with those used during the student’s regular classroom instruction, including test taking.

    3. Alternate assessment

    ELL students may also qualify for alternate assessment within the statewide system.

    4. Other

    ELLs enrolled in school in the U.S. for less than one year may be exempt from state standardized assessments. However, all ELLs must be administered a test of English language proficiency annually in grades K-12.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities No
    All available accommodations are grouped together.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
    Notes/Citation: IEP team decides, but should include parent participation.
  • Alternate assessment
    Notes/Citation: When the educational team for a student with a disability determines the student cannot fairly participate in the regular statewide assessment even with the full range of approved standard accommodations, an alternate assessment must be provided. There are two alternate assessment options for such a student: (1) Modified Assessments or (2) Lifeskills Assessments.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: New England Common Assessment Program Test Administrator Manual Grade 11 Pilot (see pg. 3 - "Student Participation and Accommodations" and Appendix 3 - "Table of Standard Test Accommodations"); Vermont Department of Education Participation Guidelines for Students with Special Assessment Needs 2005-2006
    Students with disabilities & assessments: VT. CODE R. 2363.8(f) *See pg. 65; New England Common Assessment Program Test Administrator Manual Grade 11 Pilot (see pg. 3 - "Student Participation and Accommodations" and Appendix 3 - "Table of Standard Test Accommodations"); Vermont Department of Education Participation Guidelines for Students with Special Assessment Needs 2005-2006; Vermont Department of Education Alternate Assessment Web page

    Virginia
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    No exemptions allowed from high school assessments.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • Translations of assessments into a language other than English are not permitted as an accommodation.

    3. Alternate assessment

    The U.S. Department of Education (USDOE) denied the state use of its English language proficiency test to measure adequate yearly progress (AYP) for ELLs in reading. Virginia has submitted a request to USDOE to use an alternate portfolio assessment for ELLs. The state is currently using the assessment for level 1 and 2 ELLs (beginning ELLs).

    4. Other

    ELLs in their first year at a U.S. school may receive a one-time exemption from the state reading assessment.
    How are English language learners addressed in exit exams? ELLs must pass exit exam to receive high school diploma
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • Other
    Notes/Citation: A parent, guardian, surrogate parent, or student may request non-participation of the student in a particular Standards of Learning assessment. This request must be reviewed by the student's IEP team or 504 committee, and the deliberation and decision on the matter must be documented in the student’s IEP or 504 plan.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam to receive regular high school diploma
    Notes/Citation: Students with disabilities must take all applicable end-of-course Standards of Learning assessments if the student is enrolled in the course and not auditing it or being instructed in only part of the content. A Modified Standard Diploma program is available for certain students who have a disability and are unlikely to meet the credit requirements for a Standard Diploma. Eligibility and participation in the Modified Standard Diploma program are determined by the student's IEP team and the student, where appropriate, at any point after the student's 8th grade year. The school must secure the informed written consent of the parent/guardian and the student to choose this diploma program after review of the student's academic history and the full disclosure of the student's options. The student who has chosen to pursue a Modified Standard Diploma shall also be allowed to pursue the Standard or Advanced Studies Diploma at any time throughout that student's high school career, and the student must not be excluded from courses and tests required to earn a Standard or Advanced Studies Diploma. Additionally, there is a Special Diploma option for students with disabilities who complete the requirements of their IEP and do not meet the requirements for other diplomas, and a Certificate of Program Completion for students who complete prescribed programs of studies defined by the local school board but do not qualify for any other diplomas.
  • Other
    Notes/Citation: There may be a small number of students with IEPs in grades 9-11 who will not be enrolled in any courses for which there is an end-of-course Standards of Learning assessment, will not be working towards an Advanced Studies Diploma, Standard Diploma, or Modified Standard Diploma, and will not meet the criteria of the alternate assessment. For these students, the IEP team must document this on the IEP. This documentation must include a statement of why the alternate assessment is not appropriate for the student; how the student will be assessed; indicate that the consequences have been fully explained so that the student’s parent(s) or the student understand the consequences; and indicate that parent’s and student’s due process rights have been explained. Additionally, a parent, guardian, surrogate parent, or student may request non-participation of the student in a particular Standards of Learning assessment. This request must be reviewed by the student's IEP team or 504 committee, and the deliberation and decision on the matter must be documented in the student’s IEP or 504 plan.
  • Technical notes and citations ELLs & assessments: 8 VA. ADMIN. CODE § 20-131-280(C)(1); 8 VA. ADMIN. CODE § 20-131-30(G); Limited English Proficient Students: Guidelines for Participation in the Standards of Learning Assessments (see Section VI for accommodations information)
    ELLs & exit exams: 8 VA. ADMIN. CODE § 20-131-30(E),(G); 8 VA. ADMIN. CODE § 20-131-280(E)(2); Limited English Proficient Students: Guidelines for Participation in the Standards of Learning Assessments (see Section VI for accommodations information)
    Students with disabilities & assessments: 8 VA. ADMIN. CODE § 20-131-30(F); 8 VA. ADMIN. CODE § 20-131-280(C)(1); Virginia Department of Education’s Procedures for Participation of Students with Disabilities In the Assessment Component of Virginia’s Accountability System (see pgs. 5-8 for accommodations information; see pgs. 10-12 for alternate assessment information)
    Students with disabilities & exit exams: 8 VA. ADMIN. CODE § 20-131-30(E),(F); 8 VA. ADMIN. CODE § 20-131-280(C)(1); 8 VA. ADMIN. CODE § 20-131-50(D),(E),(F); Virginia Department of Education’s Procedures for Participation of Students with Disabilities In the Assessment Component of Virginia’s Accountability System (see pgs. 5-8 for accommodations information; see pgs. 10-12 for alternate assessment information); Virginia Graduation Requirements (see "Guide to Graduation Requirements - 2007 & Beyond" - "Modified Standard Diploma" & "Other Diplomas")

    Virgin Islands

    Washington
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    ELL students who are enrolled in their first year at a U.S. public school are not required to take the reading, writing, and science assessments; however, they must still take the mathematics assessment. Additionally, parents may request in writing to exempt their child from state assessments. The request for exemption will not avoid any consequence for not testing, such as failure to graduate.
    How are English language learners addressed in exit exams? ELLs must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: There are three other options for obtaining a high school diploma if a student does not pass the required state assessments after two tries but has met attendance and remediation requirements in his or her Student Learning Plan (created for any student who does not pass the assessments). These include WASL (state assessments)/Grades Comparison; a Collection of Evidence (structured portfolio); and an equivalent score on the PSAT, ACT or SAT. The state will also develop an option for students in industry certificate programs. Parents may also request in writing to exempt their child from state assessments. The request for exemption will not avoid any consequence for not testing, such as failure to graduate.
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: The Washington Alternate Assessment System (WAAS) is designed for a relatively small number of students in special education with identifiable significant cognitive disabilities and persistent academic disabilities who are unable to participate in general state assessments even with accommodations.
  • Other
    Notes/Citation: Parents may request in writing to exempt their child from state assessments. The request for exemption will not avoid any consequence for not testing, such as failure to graduate.
  • How are students with disabilities addressed in exit exams?
  • Students with IEP must pass exit exam or alternative test or other measure to receive high school diploma
    Notes/Citation: Students with an IEP who meet modified grade level standards or alternate achievement standards in each required content area can receive a Certificate of Individual Achievement (CIA), which is an approved pathway to a regular high school diploma. There are also three other options for obtaining a high school diploma if a student does not pass the required state assessments after two tries and has met attendance and remediation requirements in his or her Student Learning Plan (created for any student who does not pass the assessments). These include WASL (state assessments)/Grades Comparison; a Collection of Evidence (structured portfolio); and an equivalent score on the PSAT, ACT or SAT. The state will also develop an option for students in industry certificate programs.
  • Other
    Notes/Citation: Parents may request in writing to exempt their child from state assessments. The request for exemption will not avoid any consequence for not testing, such as failure to graduate.
  • Technical notes and citations ELLs & assessments: Guidelines for Participation and Testing Accommodations for Special Populations in State Assessment Programs, August 2006 (see pgs. 12-13 for accommodations overview/checklist); WASL—Washington Assessment of Student Learning, 2006 Assessment Coordinator’s Manual (see pg. 20 for parent refusal option)
    ELLs & exit exams: WASH. REV. CODE § 28A.655.061(1) - (10); WASH. REV. CODE § 28A.655.065; Graduation Requirements - Certificates of Academic Achievement & Individual Achievement; Guidelines for Participation and Testing Accommodations for Special Populations in State Assessment Programs, August 2006 (see pgs. 12-13 for accommodations overview/checklist); WASL—Washington Assessment of Student Learning, 2006 Assessment Coordinator’s Manual (see pg. 20 for parent refusal option)
    Students with disabilities & assessments: WASH. ADMIN. CODE § 392-172-57800(2); Guidelines for Participation and Testing Accommodations for Special Populations in State Assessment Programs, August 2006 (see pgs. 12-13 for accommodations overview/checklist); WASL—Washington Assessment of Student Learning, 2006 Assessment Coordinator’s Manual (see pg. 20 for parent refusal option)
    Students with disabilities & exit exams: WASH. REV. CODE § 28A.655.061(1) - (10); WASH. REV. CODE § 28A.655.065; WASH. REV. CODE § 28A.155.045; Graduation Requirements - Certificates of Academic Achievement & Individual Achievement; Guidelines for Participation and Testing Accommodations for Special Populations in State Assessment Programs, August 2006 (see pgs. 12-13 for accommodations overview/checklist); WASL—Washington Assessment of Student Learning, 2006 Assessment Coordinator’s Manual (see pg. 20 for parent refusal option)

    West Virginia
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    All ELLs must participate in state assessments with or without accommodations, or in the alternate assessment if the student has disabilities.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 3. Alternate assessment

    ELLs with a disability may qualify for the alternate assessment if specified criteria are met.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities. Additionally, requests for non-standard accommodations for each group may be submitted to the state for approval.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
    Notes/Citation: Alternative assessment only for students with significant cognitive disabilities.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: W. VA. CODE ST. R. § 126-13-4.5.3 (see pg. 6); W. VA. CODE ST. R. § 126-14-4.2, 126-14-4.4.2, 126-14-4.6 (see pgs. 8-9); W. VA. CODE ST. R. § 126-15-3.4, 126-15-3.5 (see pg. 3); West Virginia Guidelines for Participation in State Assessments (see pgs. 15-17 & 43-44 for accommodations information; see pgs. 20-30 for alternate assessment information)
    Students with disabilities & assessments: W. VA. CODE ST. R. § 126-13-4.3.1 (see pgs. 4-5); W. VA. CODE ST. R. § 126-14-4.3, 126-14-4.4.1, 126-14-4.6 (see pgs. 8-9); West Virginia Guidelines for Participation in State Assessments (see pgs. 13-15 & 42-43 for accommodations information; see pgs. 20-30 for alternate assessment information)

    Wisconsin
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    ELLs may not be exempted from assessments by a school based on their language proficiency status. However, under state law, a student's parent or guardian may request that the student be excused from taking an assessment.

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • 4. Other

    As of November 2006, Wicsconsin has halted the use of its alternate assessment for ELLs, due to objections of the assessment by the U.S. Department of Education.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though some accommodations are similar, there are accommodations unique to each group.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • Other
    Notes/Citation: Under state law, a student's parent or guardian may request that the student be excused from taking an assessment.
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: WIS. STAT. § 118.30(2)(b)2,3,4 (see pg. 25); WIS. ADMIN. CODE § 13.09 (see pgs. 2-3); Wisconsin Dept. of Public Instruction Assessment Guidelines and Accommodations for Students with Disabilities and English Language Learners
    Students with disabilities & assessments: WIS. STAT. § 115.77(1m)(bg) (see pg. 21); WIS. STAT. § 118.30(2)(b)3,4 (see pg. 25); Wisconsin Dept. of Public Instruction Assessment Guidelines and Accommodations for Students with Disabilities and English Language Learners; Wisconsin Alternate Assessment for Students with Disabilities Web page

    Wyoming
    Special Populations
    How are English language learners included in high school-level exams? 1. Standard assessment

    2. Assessment with accommodations/modifications
    ELA/Math
  • Direct Linguistic Support Accommodations
  • Indirect Linguistic Support Accommodations


  • Math Only
  • Direct Linguistic Support Accommodations


  • ELLs may be provided with certain assessment accommodations for three consecutive school years beginning with the first academic year in which the student is enrolled in a school district in the state.

    4. Other

    ELLs who are in their first year in the U.S. may be exempt from the state reading assessment by taking the Wyoming English Language Learner Assessment (WELLA) instead. However, first-year ELLs are not exempt from the writing, mathematics and science assessments.
    How are English language learners addressed in exit exams? State does not have exit exam
    State has established differentiated accommodations for English language learners and students with disabilities Yes
    Though a few accommodations are similar, there are accommodations unique to each group, with a greater number of accommodations available only to students with disabilities.
    How are students with disabilities included in high school-level exams?
  • Accommodation(s)
  • Alternate assessment
  • How are students with disabilities addressed in exit exams?
  • State does not have exit exam
  • Technical notes and citations ELLs & assessments: WYO. STAT. § 21-2-304(a)(v)(G); Proficiency Assessments for Wyoming Students (PAWS) Test Coordinator's Manual, Winter & Spring 2007 (see pg. 24 for accommodations); PAWS Participation Requirements
    Students with disabilities & assessments: WYO. STAT. § 21-2-304(a)(v)(G); WYO. RULES 3992, Section 11(a)(v); Wyoming Accommodations Manual for Instruction & Assessment - Students with Disabilities, January 2006 (see pgs. 25-36 for summary tables of accommodations); PAWS Participation Requirements

    Federal Law

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