Mcas accessibility and Accommodations Manual for the Spring 2018 mcas grades 3–8 Tests

	Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3–8 Tests Including Participation Requirements and Accommodations for Students with Disabilities and English Language Learners

This document was prepared by the Massachusetts Department of Elementary and Secondary Education Jeff Wulfson Acting Commissioner The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: [phone]. © 2017 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.” Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone [phone] TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu

Purpose of This Manual

Massachusetts will administer the next generation computer-based MCAS tests in 2018, with an option for paper-based testing for students with disabilities who are unable to use a computer, as well as English learners who are new to the country and are unfamiliar with technology. MCAS tests will assess students’ knowledge and skills based on the 2017 Massachusetts Curriculum Frameworks for English Language Arts and Literacy, and for Mathematics. Science and Technology/Engineering tests will be based on the overlapping 2001/2006 and 2016 standards. Educators will need to become familiar with the MCAS accessibility and accommodations policies that provide options for student participation.

This Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 38 Tests provides guidance and information about:

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  MCAS participation requirements for students with disabilities, students who are English language learners (ELLs), and ELLs with disabilities.
  
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  the availability, selection, and use of
  
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    universal accessibility features, which provide support and accessibility for all students;
    
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    designated accessibility features intended for all students, but which require prior authorization from the principal; and
    
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    test accommodations for students with disabilities and students who are ELLs.
    
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  which students with disabilities should be considered for an alternate assessment.
  

Please note that the requirements for high school students are contained in a separate publication entitled Requirements for the Participation of Students with Disabilities and English Language Learners for the 2017–2018 MCAS High School Tests.
The appropriate use of accessibility features and accommodations provides all students with increased access to MCAS assessments. Decisions about appropriate test accommodations must be made carefully and be based on the needs of individual students and the requirements outlined in this manual. School and district staff must be trained annually on the use and selection of features and accommodations so they can determine which students are eligible to receive them, and update the selected accessibility features and accommodations for each student in the online Personal Needs Profile (PNP), during the student registration process.

Information on accessibility features and accommodations are provided in this document for planning purposes. Principals and test administrators must follow additional requirements that will be provided in the MCAS Principal’s Administration Manual for the purpose of administering tests to students using these features and accommodations to students.

Schools may request guidance from the Department throughout the year as they plan for the use of test accommodations and other supports for the students who need them. Please contact Student Assessment Services at [e-mail] or 781-338-3625 with any questions.

TABLE OF CONTENTS

Purpose of This Manual 2

A. Introduction 5

B. What’s New? 6

II. Accessibility Features for All Students 7

B. Designated Accessibility Features (DFs) 8

III. MCAS Participation Requirements for Students with Disabilities 9

A. Background 9

B. Definition of a Student with a Disability 9

C. Participation Requirements for Students with Disabilities 9

D. Decision-Making Guidelines for MCAS Participation 10

E.Complex and Significant Disabilities for Which a Student May Require an Alternate Assessment (Option 3) 12

F.“Grade-Level” and “Competency” Portfolios 13

IV. MCAS Accommodations for Students with Disabilities 15

A. Background and Purpose 15

B. Accommodations for Students with Disabilities 15

1. Purpose of Test Accommodations 15

2. Eligibility for Test Accommodations 15

3. General Requirements for Use of Test Accommodations 16

4. Updating IEPs and 504 Plans 17

5. If a Student Refuses an Accommodation 17

6. Unique Accommodations Requests 18

7. Process for Selecting and Evaluating MCAS Test Accommodations for Students with Disabilities 18

8. Description of MCAS Accommodations for Students with Disabilities 18

9. Special Access Accommodations for Students with Disabilities 24

V. MCAS Participation Requirements for Students Who Are English Language Learners (ELLs) 29

VI. MCAS Accessibility and Accommodations for ELL Students 30

In addition to the universal and designated accessibility features listed elsewhere in this manual that are available to ELLs, several additional accommodations are also available to ELLs. Table 6 describes which accommodations may be used by ELLs, while Table 7 describes the relative suitability of each accommodation for students at beginning, intermediate, and advanced levels of English proficiency. 30

A. Individuals Involved in Selecting Accessibility Features and Accommodations for ELL Students 30

B. Guidelines for Selecting Appropriate Accessibility Features and Accommodations for ELL Students 30

1. Decision-Making Procedures 30

2. Involving Students in Selecting and Using Accommodations 31

3. Process for Evaluating the Effectiveness of Accessibility Features and Accommodations 31

C. Accommodations for Students Who Are English Language Learners (ELLs)

32

APPENDIX B 37

APPENDIX C 38

APPENDIX D

39

I. Overview of MCAS Accessibility and Accommodations