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

A. Introduction

Participation requirements for the MCAS grades 3–8 tests are similar to prior years. All students, including students with disabilities and ELLs, will be required to participate in all MCAS assessments that are scheduled for students in their grade, including

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  students enrolled in public schools
  
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  students enrolled in charter schools
  
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  students enrolled in innovation schools, including virtual schools
  
• 
  students enrolled in educational collaboratives
  
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  students enrolled in approved and unapproved private special education schools and programs within and outside Massachusetts
  
• 
  students receiving educational services in institutional settings
  
• 
  students in the custody of the Department of Children and Families (DCF)
  
• 
  students in the custody of the Department of Youth Services (DYS)
  

Students must participate in grade-level tests that correspond with the grade in which they are reported to the Department’s Student Information Management System (SIMS).

MCAS tests for grades 3–8 will be offered in computer-based and paper-based formats, selection of accessibility features and accommodations should proceed according to whichever test format (computer or paper) will be used by the student. The assessment options indicated on the following pages were informed by (a) accepted practices for statewide assessments; (b) existing MCAS accommodations policies; and (c) the recommendations of stakeholders who were members of the MCAS Accessibility and Accommodations Work Group.
The application of universal design principles to the new MCAS assessments, in conjunction with the accessibility and accommodations policies described in this manual, are intended to reduce barriers to participation in the MCAS assessments for all students. Many computer-based accessibility features are unique to online testing, while others can be transferred to the paper-based testing experience for students who are unable to take tests on a computer. Increased flexibility in test administration procedures (called designated accessibility features) has been incorporated as a result of input from local administrators who have requested greater autonomy in determining the testing conditions within their schools.
To assist principals in tracking the provision of accessibility features and accommodations during testing, the Department recommends organizing a table or spreadsheet prior to test administration that lists where, when, and with whom students will be tested to ensure that each student receives the accessibility features and/or accommodations to which he or she is entitled.

This manual combines information that was previously available in two Department publications that are no longer available:

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  Requirements for the Participation of Students with Disabilities in MCAS, and
  
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  Requirements for the Participation of ELLs in ACCESS for ELLs and MCAS.
  

Please also 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 in 2017–2018 MCAS High School Tests.

B. What’s New?

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  It is expected that students in grades 4, 5, 7, and 8 will take computer-based tests in 2018, in accordance with the timeline proposed by the Commissioner to test virtually all students on computers by 2019.
  
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  For spring 2018, computer-based testing will include the grades 5 and 8 Science and Technology/Engineering (STE) tests. As with English Language Arts and Mathematics MCAS tests, special test forms, including text-to-speech, screen reader, and assistive technology editions will be available for STE computer-based tests; paper-based STE tests will also be available as an accommodation for students with disabilities who are unable to use a computer, and ELLs who are new to the U.S. and are unfamiliar with technology.
  
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  The Department will begin collecting information on the use of approved English Language Arts graphic organizers and Mathematics and STE reference sheets in the Personal Needs Profile (PNP) for 2018.
  

Accessibility features and accommodations for students in grades 38 are listed in the following categories:

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  Universal Accessibility Features (UF): Many supports are now available to all students that were previously considered accommodations, either on the computer-based tests or on their paper-based equivalent. Universal Accessibility Features may be used by any student (see pp. 34).
  
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  Designated Accessibility Features (DF): Flexible test administration procedures may be used with any student, at the discretion of the principal (or designee). These include changes in the location of testing rooms, group size, seating of students, and scheduling of test administrations (see p. 4).
  
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  Accommodations (A): As before, accommodations will be available to students with disabilities, with several accommodations also available to English language learners. Team members and educators responsible for developing Individualized Education Programs (IEPs) and 504 plans must make decisions regarding which accommodations to provide, and must list these in the plan for each student (see pp. 1418). We encourage districts to list accommodations for ELL students using the sample form entitled Documentation of MCAS Accommodations for an ELL Student in Appendix B, though this is not required.
  
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  Special Access Accommodations (SAs): Formerly called nonstandard accommodations, these accommodations will be offered to students who meet certain guidelines and criteria (see pp. 1921).
  

The following supports must be provided to all students, including students with disabilities and ELLs:

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  Untimed test sessions
  
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  Blank scratch paper (including blank lined or graph paper)
  
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  Assistance from a test administrator regarding the use of the computer-based testing platform
  

Additional testing policies will be described in the MCAS Principal’s Administration Manual, which will be available this winter.

Students should become familiar with the features and basic functionality of the computer-based testing platform (TestNav) by viewing the student tutorial and taking online practice tests prior to test administration.