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

B. Accommodations for Students with Disabilities

1. Purpose of Test Accommodations

A test accommodation is a change in the way a test is administered or the way in which a student responds to test questions. Test accommodations are intended to accomplish the following:

• 
  offset the effects of the student’s disability and remove barriers to participation in the assessment;
  
• 
  provide the necessary conditions for a student to demonstrate knowledge and skills effectively on statewide assessments;
  
• 
  provide the opportunity to report the test results of students who require accommodations;
  
• 
  provide comparable test results to those of students who did not receive accommodations; and
  
• 
  yield results that do not affect the validity or reliability of the interpretation of scores for their intended purposes.
  

The principal is responsible for ensuring that each student is provided with the test accommodations listed in his or her IEP or 504 plan. Based on the information and guidance found on the following pages, the IEP or 504 plan for each student with a disability must be revised as needed, either during routinely scheduled meetings prior to testing or through the amendment process. The principal is responsible for ensuring that each student is provided with the test accommodations listed in his or her IEP or 504 plan. It is also advisable (though not required) to list the designated accessibility features (see Table 2) in the plans of students to ensure these will be provided.

Reliance on test accommodations should never replace appropriate and rigorous instruction based on grade-level standards in the subject being tested.

2. Eligibility for Test Accommodations

ELIGIBLE: students with disabilities served by an IEP or 504 plan

The right of a student with a disability to receive allowable accommodations on MCAS tests is protected by both federal and state laws. The student’s IEP or 504 plan must specify precisely which MCAS accommodation(s) he or she will receive, and the IEP must be signed by the parent/guardian (or student over 18) before an accommodation may be given. Similarly, a student’s 504 plan must already be in place or under development; in cases in which a 504 plan is under development, the school personnel responsible for writing the plan must have already met and agreed upon the necessary MCAS accommodation(s) before a student may be provided them.

NOT ELIGIBLE: students without documented disabilities and students with documented disabilities who are not served by an IEP or 504 plan

A student who does not have a documented disability and is not served by either an IEP or 504 plan is not eligible to receive accommodations on MCAS tests, regardless of whether the student already receives instructional support or accommodations.

3. General Requirements for Use of Test Accommodations

The use of accommodations is based on the individual needs of a student with a disability and may only be provided when all of the following conditions have been met:

1. 
   The student has a disability that is documented in an IEP or 504 plan and requires the use of one or more accommodations to participate in MCAS testing.
   

AND

2. 
   The accommodation is listed as an approved accommodation in this manual (or if not, prior written approval has been obtained from the Department); the accommodation is listed on the “State- and District-Wide Assessment” page of the student’s IEP and the IEP has been signed by the student’s parent(s)/guardian(s) prior to the date of test administration; or is listed as an MCAS accommodation in a 504 plan developed for the student.
   

AND

3. 
   The student uses the accommodation routinely (with rare exceptions) during classroom instruction and assessment in the subject, both before and after the MCAS test is administered, and is comfortable and familiar with its use. Use of an accommodation during routine instruction does not necessarily qualify a student to receive the same accommodation during MCAS testing; for example, the student must meet additional criteria to receive a special access accommodation on an MCAS test.
   

AND

4. 
   If a special access accommodation will be provided, the student meets all of the criteria to receive the accommodation, as shown in Table 5.
   

IEP teams must reconvene at least annually and determine which accommodations will be needed for state- and district-wide assessments.

Accommodations may not

1. 
   alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, writing prompt, or multiple-choice answer option;
   
2. 
   provide verbal or nonverbal clues or suggestions that hint at or give away the correct response to the student;
   
3. 
   contradict test administration requirements or result in a violation of test security; e.g.,
   

1. 
   test questions may not be modified, reordered, or reformatted in any way for any student;
   
2. 
   paper-based tests may not be photocopied, photographed, scanned, altered, or duplicated;
   
3. 
   screen shots of computer-based tests may not be taken or reproduced;
   
4. 
   English-language dictionaries are not allowed for any student on any test for grades 38.
   

If the above conditions have been met, and the accommodation is listed in the IEP or 504 plan, the accommodation(s) must be provided to the student during MCAS testing. If an accommodation is provided that does not meet the conditions stated above, the student’s test score may be invalidated.

In the event a student was provided a test accommodation that was not listed in his or her IEP or 504 plan, or if a student was not provided a test accommodation listed in his or her plan, the school should immediately contact the Department at 781-338-3625. If a student was provided an accommodation that was not in his or her IEP or 504 plan, all or part of the student’s score may be invalidated.

4. Updating IEPs and 504 Plans

IEPs and 504 plans should be updated for all students with disabilities in grades 38 for the spring 2018 MCAS test administration to reflect the updated policies and accommodations available on the MCAS tests. Proper notation of these accommodations will ensure that students receive all the necessary supports to which they are entitled. Designated accessibility features should also be included in the plans of students, although this is not required.

The IEPs and 504 plans of high school students taking the “legacy” high school MCAS tests should continue to list accommodations using the accommodations designations found in the Department publication entitled Requirements for the Participation of Students with Disabilities and English Language Learners in the 2017–2018 MCAS High School Tests.

5. If a Student Refuses an Accommodation

If a student refuses to use an accommodation listed in his or her plan, the accommodation must remain available to the student during testing. The school should document in writing that the student refused the accommodation and keep this documentation on file at the school. A sample form for optional use to document a student’s refusal of an accommodation can be found in Appendix C. Students should not be asked to sign an agreement waiving their right to receive an accommodation.

If a student refuses an accommodation, and the IEP team believes that the listed accommodation should be removed from the plan because it is no longer necessary for the student, the team must amend the plan prior to testing, and obtain written consent from the parent/guardian (or student, if over 18 years of age).
Similarly, 504 plans must reflect only those accommodations that are required by the student, as determined by one or more educators familiar with the student. Consent by the parent/guardian is not required for a new or modified 504 plan, although the parent/guardian must be notified.

6. Unique Accommodations Requests

If a student with a disability or an English language learner requires an accommodation (e.g., an assistive technology device) that is not listed in Tables 16, the school may request approval for use of the unique accommodation, provided the accommodation does not accomplish any of the following:

• 
  fundamentally change the test or the construct being measured by the test,
  

OR

• 
  assist the student to obtain the answers to test questions,
  

OR

• 
  violate test security requirements.
  

The school may request approval (via email or fax) for use of the accommodation by submitting the request to [e-mail] or by fax at 781-338-3630 at least two weeks prior to testing. If approved by the Department, the accommodation must also be listed in the IEP or 504 plan of a student with a disability.

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

Accommodations are intended to offset the effects of a disability to allow a student to participate effectively in MCAS testing. When selecting testing accommodations, educators should consider the following:

• 
  Determine the learning challenges the student is experiencing.
  
  • 
    Look at the student’s classroom performance, not just the nature or type of disability.
    
• 
  Brainstorm the use of various accommodations, universal features, and test administration considerations with IEP team members and other adults familiar with the student.
  
  • 
    What supports were used successfully with students who have similar learning profiles?
    
• 
  Try out the accommodation(s) in different assessment settings and make adjustments as needed.
  
• 
  Evaluate whether the accommodation addresses the student’s need.
  
  • 
    If not, revise the plan to provide accommodation(s) and supports accordingly.
    
• 
  If the accommodation addresses the challenge,
  
  • 
    determine whether the accommodation is allowed for MCAS testing in the subject (see list of accommodations in Tables 35); and then
    
  • 
    develop or amend the IEP or 504 plan accordingly, listing each accommodation for the specific MCAS test(s).
    

8. Description of MCAS Accommodations for Students with Disabilities

Tables 35 list the MCAS accommodations available to students with disabilities on the computer-based test, and where available, the comparable accommodation on the paper-based test, grouped into the following categories:

• 
  Test Presentation: allowable changes to the format in which the test is presented (Table 3);
  
• 
  Response: allowable changes to the procedures, supports, or devices used to facilitate a student’s response to test questions (Table 4); and
  
• 
  Special Access: accommodations intended for a small number of students to offset the effects of a disability that would otherwise severely limit or prevent their participation in the assessment, and that may impact the interpretation of the test results (Table 5).
  

Note: Accommodations listed with a “(PNP)” designation in the tables below must be identified in the Personal Needs Profile of each student in PearsonAccessNext.
Table 3. Test Presentation Accommodations for Students with Disabilities

Test Presentation Accommodations
#	Computer-Based Test	Paper-Based Test
A1 (PNP)	Paper-based edition of the grades 38 tests may be administered as an accommodation for a student who is unable to use a computer or take the computer-based test due to a disability.	N/A
A2 (PNP)	N/A (see UF4, page 3, for information on screen magnification)	Large print edition (approximately 18-point font size on 11x17-inch paper) All responses in the large print answer booklet must be transcribed verbatim from the large-print answer booklet to the student’s standard answer booklet in order for the student to receive credit for his or her work. Additional large print special instructions will accompany the large print test. Students are not required to use the large-print answer booklet to respond to test questions, so IEPs and 504 plans should indicate whether student taking the large-print test also requires a large-print answer booklet. Students who do not require the large-print answer booklet may record their answers in a standard answer booklet.
A3.1 (PNP) and A3.2 (PNP)	A3.1 – Screen reader for a student who is blind or visually impaired If the student will use a screen reader, a separate hard-copy Braille edition test should also be ordered to provide the student with the appropriate Braille graphics. All answers must be entered, either by the student or test administrator, onscreen.	A3.2 - Braille edition (hard copy) All answers must be either scribed or transcribed verbatim into the student's answer booklet in order for the student to receive credit for his or her work. Additional Braille special instructions will accompany the Braille test. See Appendix D for a schedule of the planned transition of MCAS tests to Unified English Braille (UEB).
A4 (PNP)	Text-to-speech (TTS) (i.e., computer-based read-aloud) for grades 38 Mathematics or Science and Technology/Engineering tests If TTS-enabled version of the computer-based test is read aloud to student using headphones, students may be tested in a typical-size group. If not using headphones, then student must be tested individually in a separate setting. Kurzweil test editions will no longer be available for grades 38 tests TTS for ELA is a special access accommodation (SA 1.1). See Table 5 for guidelines to receive this accommodation.	N/A
A5 (PNP)	Human read-aloud for the grades 38 Mathematics and/or STE tests (computer- or paper-based tests) The test must be read word-for-word, exactly as it appears. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator should read with emphasis only when indicated by bold or italicized text. The test must be administered in a separate setting, either individually or to a small group of 2–5 students, all of whom receive the human read-aloud accommodation. Reading aloud the ELA test is a special access accommodation. See Table 5 for guidelines on this accommodation. Note: Reading aloud selected words to any student on the Mathematics and/or STE test(s) is a universal accessibility feature. See Table 1.
A6 (PNP)	Human signerfor the grades 38 Mathematics, Science and Technology/Engineering, and test questions only, but not reading passages for the ELA tests for a student who is Deaf or Hard-of-Hearing (computer- and paper-based tests) The test must be signed exactly as it appears. The signer may not provide assistance to the student regarding the meaning of words, intent of any test item, or responding to test questions. The signer may finger-spell key words in addition to providing the sign for a term, in cases where a signed term may be unfamiliar to the student. The signer should read with emphasis only when indicated by bold or italicized text. The test must be administered in a separate setting, either individually or to a small group of 2–5 students, all of whom are receiving the human signer accommodation. Notes: Under secure conditions supervised by the principal, interpreters may review the test materials once they become available, either online or delivered to the school, for the purpose of preparing to sign the test. Test materials may not be removed from the school or accessed online outside of the school. Test administrators and interpreters who review the test prior to testing will be asked to sign non-disclosure agreements. If preferred, selected words, phrases, or sections of the Mathematics and/or Science and Technology/Engineering test(s) may be signed to the student, as requested, rather than signing the entire test. Signing the ELA reading passages is a special access accommodation. See Table 5 for guidelines to receive that accommodation.
A7	Human signer for test directions only for a student who is Deaf or Hard-of-Hearing
A8	Track test items (i.e., helping the student move from one test question to the next)

Table 4. Response Accommodations for Students with Disabilities

Response Accommodations
#	Computer-Based Test	Paper-Based Test
A9 (PNP)	Use a Department approved graphic organizer, checklist, or supplemental reference sheet for grades 38 ELA and/or Mathematics tests (computer- and paper-based tests) Only approved versions made available by the Department may be used as an accommodation. Notes: Approved graphic organizers and reference sheets have been updated and are available on the Department’s website. These have been customized for use on next-generation MCAS ELA tests based on: the most current versions of the Curriculum Framework standards measured by MCAS tests; the MCAS test design; expectations for how student essays and text-based responses will be scored; and submissions from schools for proposed changes to previous approved graphic organizers and reference sheets. Graphic organizers without any text may be used without Department approval by a student with a disability who has this accommodation listed in his or her plan. A student may use no more than three different approved graphic organizers or two supplemental reference sheets per test session. Educators will have an opportunity to provide suggestions on future editions of graphic organizers and reference sheets after the spring 2018 administration of the grades 38 MCAS tests. For Science and Technology/Engineering tests, students may use the available sample reference sheets or submit a customized reference sheet to the Department for approval by emailing [e-mail].
A10.1 (PNP) and A10.2 (PNP)	Scribe responses for the Mathematics and/or Science and Technology/Engineering tests using either: a human scribe (A10.1) who will record the student’s responses verbatim, either onscreen (computer-based test) or in the student’s answer booklet (paper-based test), as dictated by the student at the time of testing. The student must be tested in a separate setting. OR speech-to-text (A10.2)or other external augmentative communications device (other than a smartphone) to dictate or generate responses, under the direct supervision of a test administrator. The test administrator must transcribe the student’s responses verbatim (either onscreen or in student’s answer booklet) anytime prior to the end of the testing window. The student must be tested in a separate setting. If the student is unable to use his or her writing hand or arm at the time of testing due to a recent fracture, injury, or recovery from surgery, the scribe accommodation must be listed in a 504 plan or an approved IEP (approval by the Department is not required); OR in cases where a 504 plan is under development, the staff responsible for writing the plan must already have met and agreed upon the need for the scribe accommodation before providing to a student.
A11	N/A	Responses recorded by student in test booklet or on special paper, rather than in the answer booklet. Responses must be transcribed by a test administrator into the student’s answer booklet. If the student transcribes his or her own responses, then transcription must occur during the test session and be completed on the day in which the test session began. Note: this accommodation is typically provided to students in grades 4–8, since grade 3 students use a combined test and answer booklet.
A12 (PNP)	N/A	Typed responses Responses must be printed out, one response per page, and inserted in the student’s answer booklet with all required information on each page (see the Principal’s Administration Manual). Transcription into the answer booklet is NOT necessary. After printing out, responses must be deleted from word processor or device.
A13	Student records responses on an external recording device (other than a smartphone) while reading the test aloud, then transcribes responses into the answer booklet while playing back recorded segment(s). Responses must be deleted from the device once transcription is completed.
A14	Responses signed onto video (for a student who is Deaf or Hard-of Hearing), then transcribed by the student onscreen or into the answer booklet during playback. The video must be deleted after transcription.
A15	Monitor placement of responses in the appropriate area onscreen or in the answer booklet by the test administrator
A16	Refreshable Braille Display/Braille note-taker (specific external device used in conjunction with screen reader. A hard-copy edition of the Braille test should also be ordered.)	Braille note-taker (specific external device used in conjunction with hard-copy Braille test) Note: Braille notes should be returned with the school’s nonscorable shipment.
A17	Braille writer (specific external device used in conjunction with screen reader and hard-copy Braille test)	Braille writer (specific external device used in conjunction with the hard-copy Braille test)

Note regarding transcription of student responses: The process of transcribing a student’s responses onscreen or into his or her answer booklet by a test administrator (e.g., from the large print answer booklet) may occur anytime during the testing window, but must be monitored and supervised by the principal, test coordinator, or another test administrator.

9. Special Access Accommodations for Students with Disabilities

Special access (formerly “nonstandard”) accommodations are intended for use by a very small number of students who would not otherwise be able to access the test because of a disability that severely limits or prevents them from performing the skill in question. Teams must exercise caution when considering whether a student requires a special access accommodation, since these accommodations may alter part of what the test is designed to measure. Teams must carefully review the criteria described for each special access accommodation listed in Table 5 that follows. Test results for a student who took the test using special access accommodation(s) must be interpreted with caution by parents and schools.
The Department will review each district’s rate of use of special access accommodations. To ensure that IEP teams and 504 plan coordinators carefully review and apply appropriate criteria for use of special access accommodations, districts must do the following:

1. 
   train members of IEP teams and 504 plan coordinators on the use of accommodations, including “special access” accommodations;
   
2. 
   review all guidelines with staff for special access accommodations listed in Table 5; and
   
3. 
   revise the IEPs and 504 plans of students with disabilities as needed.
   

Although test accommodations should generally be consistent with accommodations used for instruction, the use of a “special access” accommodation during instruction does not automatically qualify a student to receive the same accommodation on an MCAS test, unless the student meets the guidelines described on the following pages.
IEP and 504 teams are encouraged to make consistent, appropriate, and defensible decisions for each student based on locally administered diagnostic assessments, and to amend the IEPs and 504 plans of students who do not meet the criteria listed in Table 5.
Table 5. Special Access Accommodations for Students with Disabilities

Special Access Accommodations
#	Computer- and Paper-Based Tests
SA1.1 (PNP) and SA1.2 (PNP)	Text-to-speech (SA1.1) or Human read-aloud (SA1.2) for the ELA test, including oral presentation of test questions, response options, and passages, using either text-to-speech (embedded in the grades 38 computer-based ELA tests), with or without headphones; OR a human reader (for which the test administrator either reads aloud 1) the computer-based test either logged in to a nearby computer or sitting next to the student; or 2) reads aloud the paper-based test to the student; or 3) reads aloud the test to a group of up to five students. This accommodation is intended for a small number of students with documented disabilities that severely limit or prevent them from reading, as documented in locally administered diagnostic evaluations. The student must meet all of the following criteria: be virtually unable to read, even after varied and repeated attempts to teach the student to do so (i.e., the student is at the very beginning stages of learning to read, and not simply reading below grade level), as determined by locally administered diagnostic evaluations; and uses this accommodation routinely (except during reading instruction); and receives ongoing intervention to learn the skill. This accommodation may also be provided to a student who is blind or has a visual impairment and uses a screen reader and/or has not yet learned (or is unable to use) Braille. If the student will use a screen reader, a separate hard copy Braille test edition should be ordered by the school to allow the student to access appropriate Braille graphics (see accommodation A3.1). The student may be tested in a typical-sized group if using text-to-speech with headphones; must be tested individually, in a separate setting, if text-to-speech will be used without headphones; and may be tested in a group of up to 5 students if a human reader will be used.
SA2 (PNP)	Human Signer for ELA test, including reading passages, questions, and answer options, for a student who is Deaf or Hard-of-Hearing This accommodation is intended for students who are Deaf or Hard-of-Hearing, and who are severely limited or prevented from reading, as documented in locally-administered diagnostic evaluations. The student must meet all of the following criteria: be virtually unable to read, even after varied and repeated attempts to teach the student to do so (i.e., the student is at the very beginning stages of learning to read, and not simply reading below grade level), due to a documented disability and/or history of early and prolonged lack of exposure to and use of language; and uses this accommodation routinely, except during reading instruction; and receives ongoing intervention to learn the skill. The student must be tested in a group of no more than five students, unless approval is obtained from the Department to increase group size in rare circumstances.
SA3.1 (PNP) and SA3.2 (PNP)	Scribe responses on the ELA test, using either: a human scribe (SA3.1) who records the student’s responses verbatim during testing OR speech-to-text (SA3.2) or other external augmentative communications device (other than a smartphone) used by student to dictate or generate responses, under the direct supervision of a test administrator. The test administrator must transcribe the student’s responses verbatim (either onscreen or in the student’s answer booklet) at any time prior to the end of the testing window. This accommodation is intended for a student who either: has a language-processing disability and requires the dictation of virtually all written responses to a scribe or an electronic speech-to-text conversion device to generate responses. OR who is unable to use his or her writing hand or arm at the time of testing due to a fracture, severe injury, or recovery from surgery. In this case, the accommodation must either be listed in a 504 plan or an approved IEP (no additional approval by the Department is required); OR in cases where a 504 plan is under development, school personnel responsible for writing the plan must have already met and agreed upon the necessary MCAS accommodation(s) before a student may be provided the accommodation(s). Clarification on the role of a scribe for the ELA test: The test must be administered individually in a separate setting. The scribe may enter student responses either onscreen (computer-based test) or in the student’s answer booklet (paper-based test) at the time of testing. The scribe must write exactly what the student dictates. The scribe may not edit or alter the student’s dictation in any way. When scribing, the scribe may assume that each sentence begins with an upper-case letter and ends with a period. All other capitalization, punctuation, and paragraph breaks are the responsibility of the student. After the student has finished dictating his or her response(s), the scribe must ask the student to do the following: Review the draft and make any necessary edits, including capitalization, punctuation, spelling, and paragraph breaks. The student may make edits independently or may direct the scribe to make the edits. The scribe must not assist the student in making decisions during the editing process.
SA4 (PNP)	Calculation device or other mathematics tool (e.g., addition/subtraction or multiplication/division tables; or manipulatives) on the non-calculator session of the Mathematics test or for use on the grades 5 and 8 STE tests. This accommodation is intended for a small number of students with documented disabilities that severely limit or prevent them from performing basic calculations without a calculation device or other mathematics tool, as documented in locally-administered diagnostic evaluations, even after varied and repeated attempts to teach the student to do so. The student must meet all of the following criteria: be virtually unable to calculate (i.e., unable to perform single-digit addition, subtraction, multiplication, or division without a calculation device or other mathematics tool); and uses the calculation device or tool during routine instruction in mathematics; and receives ongoing intervention to learn the skill. The student’s IEP or 504 plan must specify which calculation device or tool will be used. Manipulatives and other mathematics tools (excluding calculators and arithmetic tables) must be approved by the Department prior to their use on MCAS tests. Please contact Student Assessment Services at 781-338-3625 or [e-mail] to request approval. (Note: Calculators are allowed for all students and will be provided on designated calculator sessions of the computer-based Mathematics test. Schools must provide a calculator to students receiving this accommodation for the non-calculator session.)
SA5 (PNP)	Spell-checker for the ELA test,including an external spell-checking device for the paper-based test; or in conjunction with the typed response accommodation for the paper-based test This accommodation is intended for a small number of students with disabilities that severely limit or prevent them from spelling correctly, even after varied and repeated attempts to teach the student to do so. The student must meet all of the following criteria: be virtually unable to spell simple words (i.e., at the beginning stages of learning how to spell), as documented by locally-administered diagnostic evaluations; and produces understandable written work only when provided this accommodation, which the student uses during routine instruction; and receives ongoing intervention to learn the skill. The student may not use grammar check or access the internet.
SA6 (PNP)	Word prediction for the ELA test, using an external device, application, or software compatible with the computer based test platform (Word prediction provides student with a bank of frequently or recently used words after the student keyboards the first few letters of a word. A list of assistive technology devices compatibility with TestNav is described in the Guidelines for Using Assistive Technology as an MCAS Test Accommodation This accommodation is intended for a small number of students who: have disabilities that severely limit or prevent them from recalling and processing language to write or keyboard responses without the use of a word prediction device, application, or software; AND can access written expression only through the use of word prediction software that they use routinely to generate written responses. A test administrator should facilitate the transfer of information from the external device or application to the answer booklet or onscreen. Written responses must either be transcribed by the student at the time of testing or be transcribed by an adult prior to the end of the testing window. During testing, internet access must be turned off/restricted; and the “predict-ahead” and “predict online” functions must be turned off, since these functions automatically select words for the student.