What are the student’s language learning strengths and areas of further improvement (applicable to all students, not just ELs)? How do the student’s learning needs affect the achievement of grade-level standards? What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade-level standards? What accessibility supports will increase the student’s access to instruction and assessment by addressing the student’s learning needs? These may be new supports or supports the student is currently using. What accessibility supports are regularly used by the student during instruction and assessments? What are the results for assignments and assessments when accessibility supports are used and not used? What is the student’s perception of how well an accessibility support “worked”? Are there effective combinations of accessibility supports? What difficulties does the student experience when using accessibility supports? What are the perceptions of parents, teachers, and other specialists about how the accessibility support worked? Should the student continue to use an accessibility support, are changes needed, or should the use of the accessibility support be discontinued? When matching accessibility supports with students’ needs, educators should consider the following: the student’s willingness to to use the accessibility support, opportunities to how to use the accessibility support in classroom settings, and conditions for use on state assessments. Involving Students in Selecting, Using, and Evaluating Accessibility Supports It is critical for students to understand their needs and learn self-advocacy strategies for success in school and throughout life. Some students have had limited experience expressing personal preferences and advocating for themselves. Speaking out about preferences, particularly in the presence of “authority figures,” may be a new role for students, one for which they need guidance and feedback. Educators can play a key role in working with students to advocate for themselves in the context of selecting, using, and evaluating accessibility supports, making sure that the right number of supports is selected, and avoiding employing too many or too few supports.
assessment and to know the consequences of the decisions. If educators determine that a student should use a certain accessibility support during an assessment but the student refuses to use the support, the validity of the assessment results may be compromised. Consideration of longer term consequences is important as well. For example, as students begin to make post-secondary choices, these may factor into the nature of accessibility choices open to them. Educators may want to discuss whether or how this affects decisions about accessibility for assessments. Educators should also be aware that validity implications are different for ELP assessments than for content assessments. Accessibility supports, therefore, should be selected in accordance to whether language proficiency or content area knowledge is being tested. Educators should plan how and when the student will learn to use each new accessibility support. They should be certain there is ample time to learn to use instructional and assessment accessibility supports before an assessment takes place. Finally, they should plan for the ongoing evaluation and improvement of the student’s use of accessibility features. Tools 9-18 provide additional information on this step. Step 4: Administer Accessibility Supports During Instruction and Assessment Accessibility During Instruction Students must be provided selected accessibility supports during instruction that necessitate their use. An accessibility support should not be used solely during assessments. Accessibility supports should always be chosen based on a student’s individual characteristics in order to help them with accessing content meaningfully and equitably. As states and consortia move toward providing assessments on technology-based platforms, educators must make sure that students have opportunities to become familiar with the technological aspects of the assessment process. In addition to taking practice tests using the same testing platform, it is also important for educators to provide opportunities for all students to use technology for learning.
Tool 4: Designated Features Note: The accessibility supports included in these tables may, in some cases, belong to different tiers or be prohibited depending on state/consortium policies and assessment types. In several instances, similar supports are grouped for the sake of clarity. Embedded Designated Features Identified in Advance Designated Feature Description Recommendations for Use Answer masking The student is able to block off answer choices. Students with attention difficulties may need to mask answer choices that may be distracting during the assessment. This feature also may be needed by students with disabilities (including learning disabilities) or visual impairments. Color contrast The student is able to adjust the text color and screen background color based on the student’s need. Students with attention difficulties may need this feature for viewing test content. It also may be needed by some students with visual impairments or other print disabilities (including learning disabilities). Choice of colors should be informed by evidence that specific text and background color combinations meet the student’s needs. General masking The student is able to block off content that is not of immediate need or that may be distracting. Masking allows students to hide and reveal individual answer options, as well as all navigational buttons and menus. The student is able to focus his/her attention on a specific part of a test item by masking. Students with attention difficulties may need to mask content not of immediate need or that may be distracting during the assessment. This feature also may be needed by students with print disabilities (including learning disabilities) or visual impairments.
support/Spoken audio The student uses this feature to hear or audio of tasks. Students who use text-to-speech will need headphones unless tested individually in a separate setting. Turn off universal features This feature allows disabling any universal feature that interfere with student performance, or be distracting to the student. Students who are easily distracted (whether or not designated as having attention difficulties or disabilities) may be overwhelmed by some of the universal features. Having evidence of which specific features may be distracting is important for determining which features to turn off. Zoom The test platform is to be enlarged for the student before the test begins. Students with visual impairments may need to increase the size of text and other item features beyond a zoom universal feature provided by the test platform. A larger computer screen may be needed for this feature to function effectively. Non-embedded Designated Features Identified in Advance Designated Feature Description Recommendations for Use Bilingual dictionary A bilingual/dual language word-to-word dictionary is provided to the student as a language support. For students whose primary language is not English and who use dual language supports in the classroom, use of a bilingual/dual language dictionary may be appropriate. Students participate in the assessment regardless of the language. The use of this feature may result in the student needing additional overall time to complete the assessment. Color contrast Test content of online may be printed with different colors. Students with attention difficulties may need this support for viewing the test when digitally-provided color contrasts do not meet their needs. Some students with visual impairments or other print disabilities (including learning disabilities) also may need this recorded
support. Choice of colors should be informed by evidence of those colors that meet the student’s needs. overlay The student is able to overlay a semitransparent color onto paper-based test content. This designated feature only works with black text on white background. Human reader/Human read aloud/Read aloud The student has test content that is provided by an audio file in a computer-based test, read by a qualified human reader. Students who use the paper-and-pencil version of the test can have the same test content read aloud that is supported through audio in a computer-based version. If a human reader is selected, that person must have appropriate experience providing read aloud support and must sign a document verifying adherence to state policy or practice to ensure test security and ethical practices. Magnification device The student adjusts the size of specific areas of the screen (e.g., text, formulas, tables, and graphics) with an assistive technology device. Magnification allows increasing the size to a level not provided for by the zoom universal feature. Students with visual impairments may need to increase the size of text and other item features beyond a zoom universal feature. Native language translation of directions Translation of general test directions (not item prompts or questions) is a language support available to students prior to starting the actual test. Test directions can be provided either by being read aloud or signed by a test administrator who is fluent in the language. Translations may be Students who have limited English language skills can use the translated directions feature.
the audio presentation in a listening test. Streamline This accommodation provides a streamlined interface of the test in an alternate, simplified format in which the items are displayed below the stimuli. This accommodation may benefit a small number of students who have specific learning or reading disabilities in which the text is presented in a more sequential format. Unlimited rerecordings The student is able to rerecord answers in the speaking domain an unlimited number of times. Students whose disabilities preclude them from being able to record their answers on the first or second attempt (as available in the non-accommodated version of the test) may need to rerecord their answers multiple times. Unlimited replays The student is able to replay items in the listening domain an unlimited number of times. Students whose disabilities preclude them from being able to respond to a listening item on the first or second attempt (as available in the version of the test) may need to replay items multiple times.
Braille writer or A blind student uses a braille writer or with the grammar checker, internet, and functions turned off. Students should number responses to be sure that their answers can be transcribed accurately into a scorable test booklet or answer document. Calculator/Calculation device A student uses a specific calculation device (e.g., large key, talking, or other adapted calculator) other than the embedded grade-level calculator. Students with visual impairments who are unable to use the embedded calculator for items will be able to use the calculator that they typically use, such as a braille calculator or a talking calculator. Test administrators should ensure that the calculator is available only for designated calculator items. Extended time Students have until the end of the school day to complete a single test unit. Students should be tested in a separate setting to minimize distractions to other students and should be scheduled for testing in the morning to allow adequate time for completion of a test by the end of the school day. signer/Sign language/Sign interpretation of test A human signer will sign the test directions to the student. The student may also dictate responses by signing. The student must be tested in an individual or small group setting. print test booklet A large print form of the test that is provided to the student with a visual impairment. Students with visual impairments who may not be able to use zoom or magnifying devices to access the test and may need a large print version of the form. Multiplication table A paper-based single digit (1-9) multiplication table is available to the student. This accommodation can benefit students with a documented and persistent calculation disability (i.e., dyscalculia). Print on request/Print on demand The student uses paper copies of individual test items. This feature is contingent on state policy or practice. Students may not be able to interact with items online
Tool 11: Parent on Accessibility Supports Questions Parents Should Ask about Accessibility Supports (Universal Features, Designated Features, and Accommodations) in Instruction and Assessment About Instruction About Accessibility Supports • What instructional supports does my child need to access and reach the academic standards? • What are the my child needs to take, what do they measure (e.g., regular or alternate academic standards), and for what purpose is each given? • How can my child and I advocate to receive accessibility supports not yet provided in instruction? • Are the accessibility supports allowed on state tests also provided for district tests? • Are there any accessibility supports that my child uses at home but does not have available in the classroom? • How can I support my child at home to ensure that my child can access homework meaningfully? • Are the accessibility supports my child is receiving in instruction meant to be temporary? If yes, what is the plan to help determine when to phase them out? • Can my participate in part of an assessment with or without certain accessibility supports? • How are the various staff members who work with my child providing accessibility supports? (across content instruction, English language development, special education, or other staff) • Are consequences for allowing certain changes to how my child participates in a test? How will my child’s test scores count? • What is the setting or of program support my child receives for instruction? • Do consequences of accessibility supports vary by type of test? Questions for Instruction and Assessment Is the need for each accessibility support documented in my child’s planning tool (such as ISAAP, PNP, or a similar tool) and/or EL, IEP, or 504 plan?