2 1.2 Accessibility and Accommodations Overview Page 4 Accommodations Overview Be sure to refer to your state’s accommodations policies for English language proficiency assessments for specific guidance. SEA Policy: State Response: Use this document along with the WIDA Accessibility and Accommodations Manual to properly select and administer accessibility features and accommodations for EL students with disabilities.
3 1.3 ELLs with Significant Cognitive Disabilities Page 4 Alternate ACCESS for ELLs Participation An ELL who is identified with a significant cognitive disability, who is unable to take ACCESS for ELLs 2.0, even with accommodations, should be considered for Alternate ACCESS for ELLs. Alternate ACCESS for ELLs is intended for ELLs with significant cognitive disabilities who participate, or who would be likely to participate, in their state’s alternate content assessment(s)… Check with your state education agency for your state’s specific participation SEA Policy: What is your SEA policy for IEP on participation criteria for Alternate ACCESS for ELLs? State Response: If an IEP team believes a student meets the criteria for participating in the alternate assessment, they must follow the process outlined in IEP Team Guidance on Eligibility for Alternate Assessments (download at and click on the Eligibility for Alternate Assessments tab). If the student meets the participation criteria and they are an EL student, then they are expected to participate in all alternate assessments for their current grade level, including Alternate ACCESS for ELLs. For more information, please see or contact Heather Heineke, RIDE, Office of Assessment (401-222-8493; ).
9 2.2 Administrative Considerations Page 10 Administrative Considerations – Short Segments If needed, it is recommended that the student participate in paper-based administration, if allowable by state policy. SEA Policy: What is your SEA policy on students participating in the paper-based assessment because they need longer breaks? Response: If the student has a documented disability that requires breaks beyond the 30 minutes allotted for the test, then a paper version may be necessary. This should be documented in the student’s IEP and EL Plan. 10 2.3 Universal Tools Page 14 Scratch Paper Scratch paper must be returned with test materials or disposed of according to state policy. SEA Policy: What is your SEA policy on scratch paper? Should it be returned with test materials to the vendor or disposed of at the testing site? State Response: Shred scratch paper at testing site.
their state policy... In rare cases, a student who does not have an IEP or 504 Plan may be permitted accommodations due to an unforeseeable circumstance. In such cases, the student may be allowed an accommodation due to the barrier to accessing the assessment. For example, a student with a fractured hand may use a scribe if he is unable to type, write or use voice recognition software. Accommodations for a student without an IEP or 504 plan are only allowed for transitory accessibility concerns that could circumstances. Cases could include students who have a limb (e.g., fingers, hand, arm, wrist, or shoulder); whose only pair of eyeglasses has broken; or a student returning from a serious or prolonged illness or injury. If the principal (or designee) determines that a student requires an emergency accommodation on the date of the test, the Emergency Accommodation Form must be completed and maintained in the student’s assessment file. The parent must be notified that an emergency accommodation was provided. This form must be submitted to the district testing coordinator to be retained in the student’s file. Do not submit this form to RIDE. NOTE: A student who needs an emergency accommodation may or may not have an IEP or 504 Plan.
12 2.4 Accommodations Page 16 Uploading Accommodations Accommodations may be embedded within the online test platform or be delivered locally by a test administrator. Embedded accommodations must be in to be activated within the test engine. Special test forms (e.g., large print, braille) must be pre-ordered prior to testing. Check with your state assessment office as to how, whether, and which accommodations information should be uploaded, and how to order accommodated test forms. SEA Policy: What is your SEA Policy on how, where and which accommodations data should be uploaded? Response: We highly recommend that districts use the accommodations checklists in Appendix E of the WIDA Accessibility and Accommodations Supplement to collect and record any accommodations needed by students. Paper tests are offered as an accommodation for all RI statewide assessments and should be listed in the student’s IEP and/or EL Plan. Paper materials are ordered on behalf of districts by RIDE. All paper materials must be submitted in Section 3a: ACCESS Testing, of the EL Census, by mid-October.
14 2.4 Accommodations Page 17 Braille This paper-based accommodation may be used to provide access to the assessment for a braille-proficient ELL who is blind. Before using the braille format assessment, confirm that it is an allowable use of this accommodation in your state. If state policy allows, local brailling of the Kindergarten and Alternate ACCESS for ELLs assessments is allowable. In accordance with state policy, all adapted materials, as well as all form paper containing student answers, must be securely disposed SEA Policy: What is your SEA Policy on allowing the braille accommodation for this assessment? Do you allow local brailling of Kindergarten and Alternate ACCESS assessments? What is your SEA policy on the destruction of adapted materials? Should they be returned with test materials to the vendor or disposed of at the testing site? Response: The guidance found in the WIDA Accessibility and Accommodations Manual regarding administering a braille version of the assessment should be followed. However, students are expected to be proficient in UEB code. Because WIDA does not currently provide UEB at grades 9-12, it is the decision of the IEP Team as to whether or not the student will participate in the reading and writing domains of the ACCESS tests. WIDA offers the ACCESS tests in EBAE at those grade levels. However, since Rhode Island transitioned fully to UEB several years ago, students are not expected to know EBAE.
17 2.4 Accommodations Page 20 Interpreter signs test directions in ASL Refer to SEA policy for assessing ELP for students whose primary receptive and expressive communication is ASL. SEA Policy: What is your SEA Policy in regards to assessing ELP for students primary communication is ASL? State Response: IEP Teams should follow the guidance provided on Item 4 of this document.
21 Appendix C Transcription Guidance Page 31 Transcription The student’s responses must be transcribed verbatim onscreen or in the paper test booklet by test administrator as soon as possible after the test is administered. (Check with your state for timeframe expectations.) Any original student responses that were printed from an assistive technology device or recorded separately on blank paper (or on other external devices) must be securely destroyed according to your state’s policy. SEA Policy: Is there an expected amount of time after testing for responses to be transcribed? Can LEAs print out copies of student work for transcription? Does your SEA have any additional qualifications for being a transcriber? State Response: All test administrators must follow the guidance and procedures found in Appendix C: Transcription Guidance.