Accommodations Decision Makers

State assessment policies designate a number of decision-makers who determine (1) ELLs' inclusion or exclusion in state tests and (2) the use of accommodations.

Most states' listing decision makers designated more than one individual, implicitly acknowledging that more than one perspective should be considered in decisions regarding inclusion. However, many states' policies did not address how these individuals should conduct the decision-making process. Some state policies immediately group these decision makers and require them to function as a team; other state policies are unclear as to whether the decision makers function together or individually. Yet the decision makers designated within state policies can be inconsistent.

Among the types of decisions makers often found within state policies are:

• Language acquisition specialist
  • Student's ESL/bilingual teacher(s)
  • Other ESL/bilingual/migrant teacher or ELL administrator
  • Language acquisition specialist
  • Interpreter
    
• Test official
  • Test administrator(s)
  • Guidance Counselor
  • Reading Specialist
• General education teacher
  • Student's classroom teacher(s)/content teacher(s)
• School administrator
  • Principal
  • School/district official(s)
• Student/Parent
  • Student's parent(s)/guardian(s)
  • Student

State policies should provide guidance for appointing and coordinating the efforts of personnel with appropriate qualifications to determine which ELLs should receive particular accommodates. Rivera et al. (2000) observe, "state policies should also encourage professionals with knowledge of language learning processes to participate in the decision-making process" (p. 69). A classroom teacher with intimate knowledge of an ELL's English language proficiency and academic background could contribute greatly to the decision-making process. Other qualified personnel include staff familiar with the administration of tests for particular content areas (e.g., reading specialist). Appointing and coordinating the efforts of individuals with appropriate expertise helps ensure that the each ELL will be provided with the best possible accommodation(s).

Additional information sources to be identified in state policy include those with the highest level of familiarity with the student's classroom performance (e.g., a language acquisition specialist) and those most familiar with the student at home and in social settings (e.g., parent/guardian).