LEP Assessment Participation Document
Student Name ____________________
School Name ____________________
07/03
Grade __________________
Date __________________
The decision as to how to best include the LEP student in the assessment process must be addressed annually on
1. Student background characteristics
Level 1
Level 2
Level 3
Level 4
Level 5
Language proficiency – Instrument: WESTELL
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Proficiency level in reading
Proficiency level in writing
Proficiency level in speaking
Proficiency level in listening
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Current classroom accommodations
Teacher observation / recommendation
Student portfolio / samples of work
Progress with content standards
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Overall classroom participation
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Student mobility/attendance 
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Enrollment date _______________
Length of exposure to US schools
Transient histories
Sporadic/poor attendance
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LFS (limited formal schooling)
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Literacy in first language
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Prepared for academic/assessment structures
an individual student basis. In order to ensure appropriate participation, a school-level LEP committee,
(including ESL, classroom, other educators and/or parents) will convene to examine the following issues.
2. All LEP students participate in the West Virginia Measures of Academic Progress at the grade level at
which they are enrolled. After examining the student background characteristics listed above, the committee
must determine appropriate accommodations. Please check the accommodations that the student will receive
when tested from the following three types: presentation, response, and timing/scheduling.
Presentation
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(P14) Use directions that have been marked with highlighting
(P02) Have directions, stimulus material, questions, and/or answer choices read aloud verbatim, except for the
WESTEST Reading and Language Arts Test
o The only part of the WESTEST Reading and Language Arts Test that may be read are the directions.
(P07) A verbatim tape recording may be used for directions, stimulus material, questions, and/or answer choices
when reading aloud is permitted.
(P17) An electronic translator or bilingual-dictionary may be used to present directions, stimulus material,
questions, and/or answer choices verbatim when reading aloud is permitted.
Response
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(R02) For selected-response items, indicate responses to a scribe
(R04) For constructed-response items, indicate responses to a scribe and specify all elements to be scored (e.g.,
punctuation, spelling), when the student is physically unable to respond otherwise
(R08) Recording responses, except for constructed-response writing tests
(R11) Use a computer, typewriter, or other device to respond
(R13) Use an electronic translator or bilingual-dictionary to respond except with a test for which writing or
spelling will be scored
(R09) Use a spelling checker, except with a test for which spelling or writing will be scored
(R12) Use a grammar checker, except with a test for which writing will be scored
(R06) Use a calculator or arithmetic tables, except for the section of the WESTEST Mathematics Test that
does not permit the use of a calculator
Timing/Scheduling
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(T03) Take more breaks that do not result in an opportunity to study information in a test already begun
(T04) Use extra time for any timed test
(T06) Take more breaks that result in extra time for any timed test
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(T07) Have flexible scheduling that results in extra time within the same day that does not result in an opportunity
to study information on a test already begun
Committee Members / Position / Date
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