Synthesis Report 69 Appendix B

Appendix B. Participation and Accommodation Guidelines by State

Table B.1: Additional Testing Options

State	Selective Participation	Combination Participation	Out-of-Level Assessments	Locally Selected Assessments	Testing with Modifications or Non-standard Accommodations	Testing using Unique Aggregated Accommodations
Regular States
Alabama					Y*
Alaska		Y*			Y*
Arizona					Y*
Arkansas
California					Y*
Colorado		Y*			Y*
Connecticut	Y*
Delaware	Y*	Y*			Y*
Florida		Y*
Georgia						Y*
Hawaii
Idaho		Y*
Illinois
Indiana		Y*
Iowa		Y*	Y
Kansas		Y*			Y*
Kentucky					Y
Louisiana
Maine
Maryland
Massachusetts		Y*				Y*
Michigan		Y*			Y*
Minnesota		Y			Y*
Mississippi		Y*
Missouri					Y
Montana		Y*			Y*
Nebraska		Y*	Y		Y*
Nevada					Y*
New Hampshire					Y*
New Jersey		Y*
New Mexico					Y*
New York
North Carolina		Y
North Dakota		Y*
Ohio
Oklahoma
Oregon		Y			Y
Pennsylvania
Rhode Island					Y
South Carolina		Y*			Y*
South Dakota
Tennessee			Y
Texas		Y		Y*
Utah					Y*
Vermont			Y*	Y*	Y*
Virginia	Y*	Y			Y*
Washington		Y*	Y*
West Virginia
Wisconsin		Y*		Y*
Wyoming
Total	3	23	5	3	22	2
Unique States
American Samoa			Y*		Y*
Bureau of Indian Education
District of Columbia					Y
Guam
Marshall Islands
Micronesia
Northern Mariana Islands
Palau	Y*
Puerto Rico
U.S. Virgin Islands
Total	1	0	1	0	2	0

* See Table B.2 for specifications of additional testing options.

Table B.2: Specifications of Additional Testing Options

Alabama	Testing with modifications or non-standard accommodations - Some accommodations are listed as non-standard and result in only raw scores being reported.
Alaska	Combination Participation - An eligible disabled student may meet state requirements for passing the Modified High School Graduation Qualifying Examination (Modified HSGQE) using any combination of testing under standard conditions, testing with the use of accommodations, or passing an approved alternative assessment (Modified HSGQE or Nonstandardized HSGQE). Testing with modifications or non-standard accommodations - HSGQE.
Arizona	Testing with modifications or non-standard accommodations - Scores of assessments taken with alternate accommodations will not be included in aggregate results at the school, district, and state level on the paper reports provided by the testing contractor. Only students with IEP’s may be given alternate accommodations.
California	Testing with modifications or non-standard accommodations - California policy differentiates between test variations, accommodations, modifications, and adaptations. Test variations are available to all students if regularly used in the classroom. Accommodations are available to students with an IEP or 504 Plan. Modifications fundamentally alter what the exam measures or affect the comparability of exam scores and are available to students with an IEP or 504 Plan. Adaptations are only available to students taking the alternate assessment.
Colorado	Combination Participation - Accommodations are content-area specific therefore, only those accommodations the student requires for the specific content area being assessed may be selected. When two or more content areas are being assessed, such as reading, writing and math, the student may take the general math Colorado Student Assessment Program (CSAP) and the reading and writing Colorado Student Assessment Program Alternate (CSAPA).The reading and writings assessments cannot be separated. Testing with modifications or non-standard accommodations - Non-approved accommodations/modifications result in the student being assigned a "no score" for the purposes of state, district, and school reports.
Connecticut	Selective Participation - The Planning and Placement Team (PPT) may determine that a child will not participate in a particular district wide assessment of student achievement (or part of such an assessment).
Delaware	Selective Participation - Students who are dually eligible as students with disabilities and English language learners may be granted an exemption from all or part of the science and social studies assessments if and only if both of the following criteria are met: 1.The student has been enrolled in Delaware public schools for less than one year. 2.The decision to exempt is made on an individual basis weighing the factors outlined in the inclusion guidelines. Combination Participation - Students with Disabilities and ELL students in grades 2-11 will participate in the Delaware Student Testing Program (DSTP) unless included in the Delaware Alternate Portfolio Assessment (DAPA) and/or in an alternate assessment to the DSTP reading and writing tests. Testing with modifications or non-standard accommodations - Testing condition 3: students may test with accommodations that change the construct being assessed. Such accommodations interfere with the comparability of student scores to the scores of students testing under standard conditions.
Florida	Combination Participation - Students may need certain accommodations on some subtests, but not on others. For example, a student may need extra time and testing in a small group situation to complete extended response questions, but can take a test with multiple-choice questions without accommodations.
Georgia	Testing using unique aggregated accommodations - Conditional and non-standard accommodations are more expansive accommodations that should be used sparingly but do not affect the reporting of scores.
Idaho	Combination Participation - If the IEP team determines that the student meets the criteria for participation in the alternate assessment and he/she is working on content standards within the general education curriculum, the student may participate in relevant portions of the regular assessments and participate in appropriate areas in the alternate assessment.
Indiana	Combination Participation - It may be determined by a case conference committee that a student would benefit from participation in both the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) and the Indiana Standard Tool for Alternate Reporting (ISTAR). In this case, ISTAR is considered a supplemental assessment to ISTEP+, not an alternate to ISTEP+.
Iowa	Combination Participation - In some instances, it may be decided that a student should participate in general assessment in one content area, but alternate in the other two.
Kansas	Combination Participation - A student may participate in any combination of the state assessments with the exception of the state alternate assessment. Testing with modifications or non-standard accommodations - Some students may be eligible for the Kansas Assessment of Modified Measures (KAMM). A modification is a change in the procedure for test administration, which will in some way change what is being measured. The use of modifications results in an invalid score and the student is considered to be not tested when calculating the participation rate for AYP purposes. The student’s score will also not be included when calculating the proficiency rate for AYP decisions.
Massachusetts	Combination Participation - A separate decision must be made for each subject scheduled for testing, a student may take the standard test in one subject and the alternate assessment in another. Testing using unique aggregated accommodations - A non-standard accommodation is defined as an accommodation which changes the way a Massachusetts Comprehensive Assessment System (MCAS) test is presented or the way a student responds to test questions which may alter a portion of what the test is intended to measure. Performance level results for students with disabilities-whether they take the standard tests with standard or nonstandard accommodations, or without accommodations, or participate through the Massachusetts Comprehensive Assessment System-Alternate Assessment (MCAS-Alt), are aggregated in MCAS reports with the results for students who took the tests without accommodations. Scaled scores for tests taken with either standard or nonstandard accommodations are also aggregated in MCAS reports with scores of tests taken without accommodations.
Michigan	Combination Participation - Participation with accommodations or in the alternate assessment is determined content area by content area. Testing with modifications or non-standard accommodations - Non-standard accommodations change the construct that the assessment is measuring rendering scores that are not valid. Use of nonstandard accommodations may adversely affect a student’s eligibility to earn a MI Merit Award scholarship; in addition, students who use nonstandard assessment accommodations will not count as being assessed for the calculation of the NCLB participation rates for both the school and district.
Minnesota	Testing with modifications or non-standard accommodations - Modifications are available for students taking a basic skills test (i.e. for students who entered grade 8 prior to 2005-2006). Modifications change the meaning of the test score. No modifications are available for the Minnesota Comprehensive Assessments-Series II (MCA-II) or other accountability tests.
Mississippi	Combination Participation - Students may need accommodations when testing in one content area but may not need them when testing in another content area.
Montana	Combination Participation - It is permissible for a student with disabilities to take the Criterion-Referenced Test-Alternate (CRT-Alternate) in one but not both subject areas. Testing with modifications or non-standard accommodations - On the CRT, non-standard accommodations change what the test was intended to measure. The score achieved on the test taken with a non-standard accommodation would be reported in the ‘novice’ performance category; the score becomes invalid; the student is considered to be a non-participant when calculating the participation rate for AYP purposes; further, the results of a test taken with a nonstandard accommodation are not included in the calculations of AYP.
Nebraska	Combination Participation - If a district uses multiple assessments, a student may participate in the general assessment on some and in the general assessment with accommodations on the others. Testing with modifications or non-standard accommodations - Assessments with modifications must be reported at the "beginning level" of the grade in which the student is enrolled.
Nevada	Testing with modifications or non-standard accommodations - Modifications affect the validity of test scores. Students using modifications will be placed in the lowest achievement category for that test and will not be counted for participation.
New Hampshire	Testing with modifications or non-standard accommodations - Use of an accommodation in the "Modifications (F)" section will invalidate the session(s) in which it was used and no credit will be given.
New Jersey	Combination Participation - Students with disabilities shall participate in the Alternate Proficiency in each content area where the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general Statewide assessment and the student cannot complete any of the types of questions on the assessment in the content area(s) even with accommodations and modifications.
New Mexico	Testing with modifications or non-standard accommodations - Assessments taken using a non-allowed modification will be invalidated; the student will be counted as a non-participant in the determination of the school’s participation rate and as a "no score" in the school’s performance results.
North Dakota	Combination Participation - A student may participate in the North Dakota state assessment for one content area, and in the North Dakota alternate assessment for the other content area(s).
South Carolina	Combination Participation - Students may take one subject test with accommodations and another without depending on the student’s needs. Testing with modifications or non-standard accommodations - A modification alters the construct that a test measures and changes the meaning of the test scores.
Texas	Locally Selected Assessments - The school district and Admission, review, and dismissal (ARD) committee determine a Locally Determined Alternate Assessment for students who are receiving an alternate Texas Assessments of Knowledge and Skills (TEKS) curriculum.
Utah	Testing with modifications or non-standard accommodations - Modifications are changes in the test or assessment conditions that fundamentally alter the test score interpretation and comparability. Providing a student with a modification during a state accountability assessment constitutes a test irregularity because it invalidates the student’s test score. Test scores from a modified test administration will not be counted toward percent proficient for determining AYP, nor will they count as participation in a statewide assessment.
Vermont	Out-of-Level Assessments - The adapted assessment option is based on out-of-level administrations of the general statewide assessments. Testing with modifications or non-standard accommodations - IEP teams do have the authority to use unapproved accommodations on the assessment for a student. However, these tests will be considered non-comparable to the general assessment and scored as invalid in the school accountability index. Locally Selected Assessments - The student’s team may select modified assessments or prepare a portfolio of work samples that will be submitted to the Department’s Alternate Assessment Program for review and scoring. A student’s support team can also select two content areas from the Lifeskills Portfolio format to assess using the portfolio method.
Virginia	Selective Participation - Students participating in the Virginia Alternate Assessment Program (VAAP) may fulfill federal participation requirements by submitting collections of evidence for the content areas of only math and reading. Testing with modifications or non-standard accommodations - A student who has passed a Standards of learning assessment utilizing any accommodation, including a non-standard accommodation, has passed for all purposes, including earning verified credit.
Washington	Combination Participation - The IEP team should take many factors into consideration when choosing the most appropriate assessment option in each content area. Out-of-Level Assessments - The Developmentally Appropriate Washington Assessment of Student Learning (WASL DAW), allows students to take the WASL at a grade level that best matches their abilities. The IEP team will select the grade level WASL that most closely matches the student’s current developmental/instructional level.
Wisconsin	Combination Participation - Separate decisions regarding the need for accommodations or alternate assessment must be made for each content domain included in the Wisconsin Student Assessment System (WSAS) regular assessments. Locally Selected Assessments - The department’s policy on alternate assessment also encourages educators to use data collected for determining a student’s present level of educational performance as the student’s alternate assessment. This policy enables students with disabilities to have their performance measured using methods (classroom-based tests, teacher observations, etc.) most-closely aligned with the objectives identified in the student’s IEP.
American Samoa	Out-of-Level Assessments - If the student can take the SAT but is very low in performance, it may be useful to change the content of the test by administering an earlier grade level. Normative scores are not valid for any of these modified administration formats. Testing with modifications or non-standard accommodations - Normative scores are not valid for any of these modified administration formats.
Palau	Selective Participation - Even though a student may not be able to take all parts of the Palau Achievement Test, the student should be included in those parts in which participation is possible.

Table B.3: Circumstances in Which Students Are Not Included in any Form of Statewide Assessment

State	Exclusion Prohibited	Parent Exemption	Emotional Distress	Medical Condition/Illness	Student Refusal	Disruptive Behavior	Absence
Regular States
Alabama	Y*
Alaska^
Arizona	Y
Arkansas	Y
California		Y*		Y*
Colorado^
Connecticut				Y
Delaware				Y
Florida	Y
Georgia	Y
Hawaii^		Y		Y
Idaho	Y
Illinois	Y
Indiana	Y
Iowa	Y
Kansas	Y
Kentucky			Y	Y
Louisiana	Y
Maine	Y
Maryland^			Y	Y
Massachusetts	Y
Michigan	Y
Minnesota		Y		Y	Y
Mississippi				Y
Missouri	Y
Montana	Y
Nebraska	Y
Nevada	Y
New Hampshire				Y
New Jersey	Y
New Mexico^
New York	Y
North Carolina	Y
North Dakota	Y
Ohio	Y
Oklahoma				Y
Oregon		Y
Pennsylvania		Y*
Rhode Island	Y
South Carolina^				Y
South Dakota	Y
Tennessee				Y
Texas^
Utah^
Vermont^				Y
Virginia	Y
Washington	Y
West Virginia				Y
Wisconsin^		Y	Y				Y
Wyoming				Y
Total	27	6	3	15	1	0	1
Unique States
American Samoa	Y
Bureau of Indian Education
District of Columbia	Y
Guam	Y
Marshall Islands^
Micronesia^
Northern Mariana Islands	Y
Palau^
Puerto Rico	Y
U.S. Virgin Islands
Total	5	0	0	0	0	0	0

* See Table B. 4 for specifications of circumstances in which students are not included in any form of statewide assessment.

^ See Table B.4 for descriptions of other circumstances in which students are not included in any form of statewide assessment.

Table B.4: Specifications and Descriptions of "Other" Circumstances in Which Students Are Not Included in any Form of Statewide Assessment

Alabama	Exclusion Prohibited - No students are exempted from state assessments based on demographics, instructional program, or type of school.
Alaska	Other - A student who has arrived late to the system or experienced a sudden and traumatic event close in time to the student’s final test may be eligible for a waiver [from the High School Graduation Qualification Examination (HSGQE) requirement].
California	Parent Exemption - Allowed on Standardized Testing and Reporting (STAR) only. Medical Condition/Illness - Allowed on STAR and California High School Exit Exam (CAHSEE).
Colorado	Other- Foreign exchange students; Students who are incarcerated in the Department of Corrections.
Hawaii	Other- A student who is receiving services at an out-of-state residential program; A student who meets the requirements of Regulation 4140 and withdraws from the school system before the first day of the official testing window; A student who is dismissed from school.
Maryland	Other - The student has demonstrated by past performance that he/she cannot function in a testing situation; Students attaining senior status subsequent to the opening of school in the 2003-2004 school year are no longer required to take and pass the MD Functional tests.
New Mexico	Other - Foreign exchange students.
Pennsylvania	Parent Exemption - A student may be excused from the assessment if a parent believes the test conflicts with religious beliefs.
South Carolina	Other - Expelled students (unless the student has an IEP).
Texas	Other - Certain immigrant ELL students may qualify for a LEP exemption from Texas Assessment of Knowledge and Skills (TAKS), TAKS-I, or State-Developed Alternative Assessment (SDAA II) during their first three years of enrollment in U.S. schools if necessary. ELL students can be exempt from the Texas English Language Proficiency Assessment System (TELPAS) if their reading instruction is below the level of reading simple words and sentences. An ELL student may also be exempt from the Texas Observation Protocols (TOP) on the basis of his/her disability.
Utah	Other - ELL students enrolled on or after April 15th of the current school year and who are new to the United States (first year of enrollment in any U.S. school) are exempt from all state tests.
Vermont	Other - Students who are experiencing a family emergency or student crisis; Students who enroll in the school after the testing window; Students who are expelled or suspended for the entire test administration window.
Wisconsin	Other - Unspecified reasons for not completing the test.
Marshall Islands	Other - Students with disabilities convicted as adults under RMI law and incarcerated in adult prisons.
Micronesia	Other - Students with disabilities convicted as adults under FSM law and incarcerated in adult prisons.
Palau	Other - Students with disabilities convicted as adults under Palau law and incarcerated in adult prisons.

Table B.5: Participation Policy Variables That Can Be Used to Make Decisions About How Students with Disabilities Participate in Statewide Assessment

State	IEP Deter-mined	Nature or Category of Disability	Instructional Relevance/ Instruction Goals	Past Perfor-mance	Non-pursuit of a Standard Diploma	Degree of Adap-tations Needed	Content/ Purpose/ Nature of Assessment	Current Performance/ Level of Functioning	Level of Indepen-dence	Student Needs and Charac-teristics
Regular States
Alabama	Y	Y	Y				Y
Alaska	Y		Y		Y	Y		Y	Y*
Arizona	Y	Y	Y					Y	Y*
Arkansas	Y		Y*	Y				Y	Y*	Y
California	Y		Y*					Y	Y*
Colorado	Y	Y	Y	Y		Y
Connecticut	Y		Y						Y*	Y
Delaware	Y	Y	Y*						Y*
Florida	Y		Y	Y				Y	Y*
Georgia	Y	Y	Y		Y	Y	Y
Hawaii	Y	Y	Y						Y*
Idaho	Y		Y					Y	Y*
Illinois	Y		Y						Y*
Indiana	Y	Y	Y					Y	Y	Y
Iowa	Y		Y					Y	Y*	Y
Kansas	Y	Y	Y					Y	Y*
Kentucky	Y	Y	Y
Louisiana	Y		Y	Y*				Y	Y
Maine	Y
Maryland	Y		Y						Y*
Massachusetts	Y	Y	Y					Y	Y*
Michigan	Y		Y						Y
Minnesota	Y		Y					Y	Y
Mississippi	Y	Y	Y					Y	Y
Missouri	Y	Y	Y				Y	Y*
Montana	Y		Y					Y	Y*
Nebraska	Y		Y					Y	Y*
Nevada	Y		Y					Y	Y*
New Hampshire	Y			Y				Y	Y
New Jersey	Y	Y	Y					Y
New Mexico	Y			Y			Y	Y	Y*	Y
New York	Y	Y						Y	Y
North Carolina	Y	Y	Y				Y	Y	Y	Y
North Dakota	Y		Y					Y	Y
Ohio	Y	Y	Y					Y
Oklahoma	Y		Y					Y	Y*
Oregon^	Y	Y	Y	Y				Y	Y	Y*
Pennsylvania	Y	Y	Y			Y
Rhode Island	Y	Y	Y						Y*
South Carolina	Y	Y	Y	Y*				Y	Y*	Y
South Dakota	Y		Y					Y	Y*
Tennessee	Y			Y	Y			Y	Y*	Y
Texas	Y		Y	Y*				Y
Utah	Y							Y	Y*
Vermont^	Y		Y	Y*		Y*	Y	Y
Virginia	Y	Y	Y		Y		Y		Y*
Washington	Y		Y	Y	Y			Y
West Virginia	Y		Y	Y	Y			Y
Wisconsin	Y	Y	Y				Y	Y	Y*
Wyoming	Y		Y					Y		Y
Total	50	22	44	13	6	5	8	36	36	10
Unique States
American Samoa
Bureau of Indian Education
District of Columbia	Y	Y	Y			Y		Y	Y	Y
Guam	Y							Y	Y
Marshall Islands	Y		Y				Y		Y	Y
Micronesia	Y		Y					Y	Y	Y
Northern Mariana Islands			Y					Y	Y*	Y
Palau	Y		Y		Y		Y	Y	Y*	Y
Puerto Rico
U.S. Virgin Islands
Total	5	1	5	0	1	1	2	5	6	5

* See Table B.6 for specifications of variables that can be used to make decisions about how students participate in statewide assessment.

^ See Table B.6 for descriptions of other variables that can be used to make decisions about how students participate in statewide assessment.

Table B.6: Specifications and Descriptions of "Other" Participation Policy Variables That Can Be Used to Make Decisions About How Students with Disabilities Participate in Statewide Assessment

Alaska	Level of Independence - The student requires extensive, frequent, individualized instruction in multiple settings to acquire, maintain, generalize, and demonstrate performance of skills.
Arizona	Level of Independence - It is extremely difficult for the student to acquire, maintain, generalize, and apply academic skills across environments even with extensive/intensive, pervasive, frequent, and individualized instruction in multiple settings.
Arkansas	Instructional Relevance/Instruction Goals - The student’s course of study is primarily functional and life-skills oriented. Level of Independence - The student requires extensive direct instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environments.
California	Instructional Relevance/Instruction Goals - The student’s learning objectives and expected outcomes focus on the functional applications of the general curriculum. Level of Independence - The student requires extensive instruction in multiple settings to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environments.
Connecticut	Level of Independence - The student requires direct and intensive individualized instruction to acquire, maintain or generalize skills to natural settings including home, school, and community.
Delaware	Instructional Relevance/Instruction Goals - Curricular outcomes: the student requires extensively modified instruction focusing on a less complex application of skills in order to access the Delaware content standards. Level of Independence - Student requires extensive direct instruction and/or extensive supports to accomplish the application and transfer of skills to school, home, work, and community environments.
Florida	Level of Independence - Need for extensive, direct instruction in the application of skills in domestic, community and vocational activities.
Hawaii	Level of Independence - The student requires intensive direct instruction in multiple settings to accomplish the acquisition, application, and transfer of knowledge and skills.
Idaho	Level of Independence - The student is unable to acquire, maintain, or generalize skills (in multiple settings) and demonstrate performance of those skills without intensive frequent individualized instruction.
Illinois	Level of Independence - When compared to other students with disabilities, the student requires more frequent, more intensive instruction given in small incremental steps in order to apply and transfer skills across settings.
Iowa	Level of Independence - The student requires very intensive, highly specialized instruction in order to acquire knowledge, make generalizations, and/or demonstrate skills across natural environments (home, school, community, and/or workplace).
Kansas	Level of Independence - The student primarily requires direct and extensive instruction in the academic area under consideration to acquire, maintain, generalize, and transfer the skills done in the naturally occurring settings of the student’s life.
Louisiana	Past Performance - The student scored at the unsatisfactory level in English language arts and/or mathematics on the previous year’s Louisiana Educational Assessment Program (LEAP), Integrated LEAP (iLEAP), Graduation Exit Examination (GEE) or participated in LEAP Alternate Assessment Level I (LAA 1) or LEAP Alternate Assessment Level 2 (LAA 2).
Maryland	Level of Independence - The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments.
Massachusetts	Level of Independence - IEP teams should consider whether the student is receiving intensive, individualized instruction in order to acquire, generalize, and demonstrate knowledge and skills.
Missouri	Current Performance/Level of Functioning - The student has significant problems acquiring new skills, and acquisition of skills must be taught in very small steps. The student does not keep pace with peers, even with the majority of students in special education with respect to the total number of skills acquired.
Montana	Level of Independence - Does the student require direct and extensive instruction to acquire, maintain, generalize and transfer new skills?
Nebraska	Level of Independence - The student requires intensive, frequent and individualized instruction in order to acquire, maintain, and demonstrate performance of those skills.
Nevada	Level of Independence - The student requires intensive instruction in multiple settings to acquire, maintain, and generalize skills necessary for application in school, home, work, and community settings.
New Mexico	Level of Independence - Student requires individualized instruction in multiple settings to acquire, generalize, and transfer skills.
Oklahoma	Level of Independence - Does the student require direct and extensive instruction to acquire, maintain, generalize, and transfer new knowledge and skills?
Oregon	Student Needs and Characteristics - The academic, developmental, and functional needs of the child. How is his attention? Other -What assessment did he take last year? What types of behaviors should be considered?
Rhode Island	Level of Independence - The student is unable to apply academic skills in home, school and community without intensive, frequent and individualized instruction in multiple settings.
South Carolina	Past Performance - Review all important information about the student over multiple school years and multiple instructional settings. Level of Independence - The student has current adaptive skills requiring extensive direct instruction and practice in multiple settings to accomplish the application and transfer of skills necessary for application in school, work, home, ad community environments.
South Dakota	Level of Independence - Student primarily requires direct and extensive instruction to acquire, maintain, generalize and transfer skills done in naturally occurring settings of the student’s life.
Tennessee	Level of Independence - The student requires intensive, frequent individualized instruction in a variety of settings including school, community, home, or the workplace to acquire, maintain, and generalize functional academics and life skills.
Texas	Past Performance - Review the student’s Comprehensive School Reform (CSR), which includes the results from the previous test administration.
Utah	Level of Independence - Student requires extensive individualized instruction in multiple settings to transfer and generalize skills.
Vermont	Past Performance - Discussion concerning the student’s prior experiences with similar tests. Degree of Adaptations Needed - Students who cannot participate in the general assessment because the specific accommodations they need are either unavailable or not allowed, may qualify for a modified assessment. Other -Results of practice tests/released tasks.
Virginia	Level of Independence - Requires intensive, frequent, and individualized instruction in a variety of settings to show interaction and achievement.
Wisconsin	Level of Independence - Student requires extensive direct instruction to accomplish the acquisition, application, and transfer of knowledge and skills.
Northern Mariana Islands	Level of Independence - The student’s management needs are intensive and require a high degree of individualized attention and intervention. The student’s current adaptive behavior requires extensive direct instruction in multiple settings to accomplish the application and transfer of skills. The student requires intensive, frequent, and individualized instruction in order to acquire, maintain or generalize skills and to demonstrate performance (e.g., settings such as prevocational/vocational settings, work sites).
Palau	Level of Independence - Student requires extensive direct instruction in multiple settings to accomplish the application and transfer of skills.

Table B.7: Participation Policy Variables That Cannot Be Used to Make Decisions About How Students with Disabilities Participate in Statewide Assessment

State	Receiving Special Education Services	Presence or Category of Disability	Instructional Program/ Program Setting	Achievement Level	Excessive Absences	Percent Time Receiving Special Education Services	Cultural, Social, Linguistic, or Environmental Factors	Low Expectations for the Student/ Anticipated Low Scores
Regular States
Alabama			Y				Y
Alaska^	Y	Y	Y	Y	Y		Y	Y
Arizona
Arkansas^		Y	Y	Y	Y	Y	Y	Y
California		Y			Y	Y	Y
Colorado^		Y	Y	Y	Y	Y		Y
Connecticut		Y	Y			Y		Y
Delaware^		Y	Y	Y	Y		Y	Y
Florida
Georgia
Hawaii					Y		Y
Idaho^	Y				Y		Y
Illinois	Y	Y		Y	Y		Y	Y
Indiana^	Y		Y		Y		Y	Y
Iowa^		Y	Y	Y*	Y	Y	Y	Y
Kansas		Y		Y	Y	Y	Y
Kentucky
Louisiana		Y	Y		Y		Y	Y
Maine
Maryland
Massachusetts
Michigan
Minnesota^		Y	Y				Y	Y
Mississippi		Y			Y		Y
Missouri		Y			Y		Y
Montana		Y		Y	Y	Y	Y
Nebraska
Nevada		Y			Y		Y
New Hampshire
New Jersey
New Mexico
New York
North Carolina		Y		Y
North Dakota
Ohio		Y		Y	Y		Y	Y
Oklahoma		Y	Y	Y	Y	Y	Y
Oregon		Y	Y
Pennsylvania
Rhode Island^	Y	Y		Y	Y		Y	Y
South Carolina		Y	Y		Y		Y
South Dakota
Tennessee		Y			Y		Y	Y
Texas
Utah
Vermont
Virginia^		Y		Y				Y
Washington		Y
West Virginia
Wisconsin					Y		Y
Wyoming		Y	Y			Y
Total	5	25	14	13	22	9	23	14
Unique States
American Samoa
Bureau of Indian Education
District of Columbia		Y
Guam^		Y		Y	Y	Y	Y
Marshall Islands		Y
Micronesia		Y
Northern Mariana Islands					Y		Y
Palau		Y			Y		Y
Puerto Rico
U.S. Virgin Islands
Total	0	5	0	1	3	1	3	0

* See Table B.8 for specifications of participation policy variables that cannot be used.

^ See Table B.8 for descriptions of other participation policy variables that cannot be used.

Table B.8: Specifications and Descriptions of "Other" Participation Policy Variables That Cannot Be Used to Make Decisions About How Students with Disabilities Participate in Statewide Assessment

Alaska	Other - Economic differences; Student is expected to experience duress under testing conditions; High probability that the student will demonstrate disruptive behaviors during the regular assessment.
Arkansas	Other - Disruptive behavior; The student’s IQ; The anticipated impact of the student’s performance on the school/district performance scores.
Colorado	Other - A certain percentage of students; Ongoing disruptive behavior by the student.
Delaware	Other - Disruptive behavior.
Idaho	Other - Lack of instruction.
Indiana	Other - Emotional, behavioral, or physical challenges.
Iowa	Achievement Level - Low achievement in general education. Other - English language learner status; Disruptive behavior; Student reading level; Performance tied solely to a level, label, or cut score.
Minnesota	Other - The student’s participation in a separate, specialized curriculum; Concern for AYP calculations.
Rhode Island	Other - The decision to administer the Rhode Island Alternate Assessment (RIAA) is not based on the fact that the student is expected to experience distress under testing conditions.
Virginia	Other - Belief that the student does not need this assessment to be promoted to the next grade or to graduate with an advanced studies diploma, a standard diploma, a modified standard diploma, a special diploma, or a certificate; Belief that the experience will be too stressful for the student; The student’s behavior prohibits taking the test with a group.
Guam	Other - The decision to include a student in the alternate assessment should not be primarily the result of an administrative (versus an IEP team) decision.

Table B.9: Additional Student Groups Eligible for Accommodations

State	504 Students	All Students May Use Without Qualification	All Students May Use With Qualifications	ELL/IEP	Students Receiving Title I Services	English Language Learners
Alabama	Y			Y		Y
Alaska	Y			Y		Y
Arizona^	Y		Y*	Y		Y
Arkansas	Y			Y		Y
California	Y			Y		Y
Colorado^	Y		Y*	Y		Y
Connecticut^	Y			Y		Y
Delaware	Y			Y		Y
Florida	Y			Y		Y
Georgia	Y			Y		Y
Hawaii	Y			Y		Y*
Idaho	Y			Y		Y
Illinois	Y			Y		Y
Indiana^	Y			Y		Y
Iowa				Y		Y
Kansas	Y		Y*	Y	Y	Y
Kentucky^	Y			Y		Y
Louisiana	Y
Maine^	Y		Y	Y		Y
Maryland^	Y			Y		Y
Massachusetts^	Y
Michigan^	Y			Y		Y
Minnesota^	Y			Y		Y
Mississippi^	Y			Y		Y
Missouri	Y			Y		Y
Montana	Y		Y	Y		Y
Nebraska
Nevada	Y
New Hampshire			Y	Y		Y
New Jersey	Y			Y		Y
New Mexico	Y		Y	Y		Y
New York^	Y
North Carolina	Y			Y		Y
North Dakota	Y			Y		Y
Ohio	Y			Y		Y
Oklahoma	Y			Y		Y
Oregon			Y	Y		Y
Pennsylvania	Y		Y	Y		Y
Rhode Island			Y	Y		Y
South Carolina	Y			Y		Y
South Dakota	Y			Y		Y
Tennessee	Y		Y	Y		Y
Texas	Y		Y	Y		Y
Utah^	Y			Y		Y
Vermont^	Y		Y*	Y		Y
Virginia	Y			Y		Y
Washington	Y		Y*	Y		Y
West Virginia	Y			Y		Y
Wisconsin	Y		Y*	Y		Y
Wyoming	Y			Y		Y
Total	45	0	15	45	1	45
American Samoa
Bureau of Indian Education
District of Columbia	Y			Y		Y
Guam
Marshall Islands	Y
Micronesia	Y
Northern Mariana Islands
Palau	Y
Puerto Rico
U.S. Virgin Islands
Total	4	0	0	1	0	1

See Table B.10 for specifications of student groups eligible for accommodations.

^ See Table B.10 for descriptions of other student groups eligible for accommodations.

Table B.10: Specifications and Descriptions of "Other" Additional Student Groups Eligible for Accommodations

Arizona	All Students May Use With Qualifications - Universal accommodations are available to all students as deemed needed by the teacher. Other-Students who use accommodations in the classroom, but do not necessarily have a disability that qualifies them for an IEP or 504; A student with an injury, such as a broken hand or arm.
Colorado	All Students May Use With Qualifications - All students with a documented need. Other - In the case where a student sustains an injury just prior to or during the assessment, such as breaking an arm, the student may be provided with accommodations that will make the assessment more accessible.
Connecticut	Other - A student who is injured (broken arms, shoulder, fingers etc.) in the days just prior to or during test administration has a temporary disability and may be eligible for accommodations under Section 504.
Hawaii	English Language Learners - Grade 5 Hawaiian Language Immersion Program students, ELL students.
Indiana	Other - Students with a temporary disability, such as a broken arm; Homebound students.
Kansas	All Students May Use With Qualifications - Any student may receive an accommodation when it is appropriate for that student. However, that student must regularly receive the accommodation during routine classroom instruction and assessment activities.
Kentucky	Other - Students with temporary medical conditions (e.g. broken hand).
Maine	Other - Students who are ill or incapacitated in some way; Students for whom classroom accommodations are necessary on a daily basis to measure academic achievement.
Maryland	Other - Students with temporary or long-term disabilities.
Massachusetts	Other - Students with a short-term temporary disability (e.g. a student with a broken (fractured) writing arm at the time of testing); Students with a short- or long-term disability that has occurred recently (e.g. resulting from an illness or injury), and for whom there has been insufficient time to develop an IEP or 504 plan.
Michigan	Other - Students who have a rapid onset of a medical disability (e.g. student broke arm a few days prior to assessment).
Minnesota	Other - Students with temporary physical limitations (e.g., broken arm).
Mississippi	Other - Students with a temporary physical disability resulting from an illness or injury (e.g. broken limb, temporary vision loss).
New York	Other - Students who incur disabilities shortly (30 days or less) before administration of a state or districtwide test and who are authorized by the principal to receive certain testing accommodations.
Utah	Other - Students with a temporary disability (e.g. broken dominant hand or medication problem).
Vermont	All Students May Use With Qualifications - Accommodations are available to all students on the basis of need, regardless of disability status. Other - Students with educational support team plans (EST/157).
Washington	All Students May Use With Qualifications - Some test procedures may be altered for any student based on a review of the individual needs of the student.
Wisconsin	All Students May Use With Qualifications - Options available to all students should be used for individual students on an "as needed" basis only.

Table B.11: Accommodation Policy Variables That Can Be Used to Guide the Decision Making Process for Using Accommodations During Statewide Assessment

State	Used for Classroom and Instruction	Length of Time Accommodation Used	Maintains Validity of Test & Resulting Scores		Individual Student Needs/ Characteristics	Purpose/Nature of the Assessment
Regular States
Alabama	Y	Y*	Y		Y
Alaska	Y	Y*	Y		Y
Arizona	Y		Y		Y
Arkansas	Y	Y			Y
California	Y		Y		Y
Colorado^	Y*	Y*	Y		Y
Connecticut^	Y		Y		Y
Delaware	Y
Florida	Y		Y		Y	Y
Georgia	Y	Y	Y		Y	Y
Hawaii	Y				Y
Idaho	Y		Y		Y
Illinois
Indiana^	Y				Y
Iowa	Y	Y	Y		Y
Kansas	Y		Y		Y	Y
Kentucky^	Y		Y		Y
Louisiana	Y		Y		Y	Y
Maine	Y		Y		Y
Maryland	Y	Y			Y
Massachusetts	Y		Y		Y
Michigan	Y		Y
Minnesota	Y		Y		Y
Mississippi	Y	Y	Y		Y	Y
Missouri	Y
Montana	Y	Y*			Y	Y
Nebraska	Y				Y
Nevada
New Hampshire	Y		Y		Y
New Jersey	Y					Y
New Mexico	Y	Y*	Y		Y
New York	Y	Y	Y		Y	Y
North Carolina^	Y		Y		Y	Y
North Dakota^	Y				Y
Ohio	Y		Y
Oklahoma
Oregon	Y
Pennsylvania	Y	Y			Y
Rhode Island	Y		Y		Y	Y
South Carolina	Y				Y
South Dakota	Y	Y*	Y		Y
Tennessee	Y		Y
Texas	Y		Y
Utah^	Y		Y		Y
Vermont	Y		Y			Y
Virginia	Y		Y
Washington	Y
West Virginia	Y		Y
Wisconsin	Y		Y			Y
Wyoming	Y	Y*			Y
Total	47	14	32		34	12
Unique States
American Samoa	Y	Y			Y
Bureau of Indian Education
District of Columbia
Guam				Y	Y
Marshall Islands	Y			Y	Y
Micronesia	Y	Y		Y	Y
Northern Mariana Islands
Palau^	Y			Y	Y
Puerto Rico
U.S. Virgin Islands
Total	4	2		4	5	0

* See Table B.12 for specifications of policy variables that can be used to guide the decision making process.

^ See Table B.12 for descriptions of other policy variables that can be used.

Table B.12: Specifications and Descriptions of "Other" Accommodation Policy Variables That Can Be Used to Guide the Decision Making Process for Using Accommodations During Statewide Assessment

Alabama	Length of Time Accommodation Has Been Used - In special situations where the need has not been sufficiently established and prior practice is less than one instructional year, SDE written approval is required prior to the administration of the assessment with the accommodation.
Alaska	Length of Time Accommodation Has Been Used - In general, a good practice is to make sure an accommodation has been used in the student’s regular or special education classes for at least three months before testing.
Colorado	Used for Classroom and Instruction - Any student taking the Colorado Student Assessment Program (CSAP) may receive accommodations during testing if they have received that accommodation during instruction. Length of Time Accommodation Has Been Used - A student can use an accommodation if he/she has received that same accommodation for at least three months. Other - Possible effects on the student of allowing the accommodation.
Connecticut	Other - PPT or 504 team should ask: Is the student sufficiently skilled to use this accommodation with ease or will the accommodation serve as an impediment? Is the accommodation necessary for this child?
Indiana	Other - Generally, an accommodation is acceptable on Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) if a student uses the accommodation in testing situations that occur throughout the student’s educational program.
Kentucky	Other - Evaluation information and the IEP (student’s present level of performance etc.).
Montana	Length of Time Accommodation Has Been Used - Accommodation must be used in the classroom at least 2 to 3 months prior to testing.
New Mexico	Length of Time Accommodation Has Been Used - Student should have received the same accommodation for instruction and assessment in the content area for at least three months prior to the test administration.
North Carolina	Other - IEP teams and section 504 committees should be respectful of the student’s cultural and ethnic background when an accommodation is being discussed.
North Dakota	Other - Student’s current level of functioning, language functioning, and relevant background factors.
South Dakota	Length of Time Accommodation Has Been Used - Accommodations should be in place at least 5 weeks prior to test administration.
Utah	Other - Teachers and other team members can play a key role in working with students to advocate for themselves in the context of selecting, using, and evaluating accommodations.
Wyoming	Length of Time Accommodation Has Been Used - Accommodations must be in place a minimum of 90 days prior to the assessment.
Palau	Other - Accommodations typically used outside of school.

Table B.13: Accommodations Policy Variables That Cannot Be Used to Guide the Decision Making Process for Using Accommodations During Statewide Assessment

State	Nature/Category of Disability	Instructional Program/ Program Setting	Percent Time/Amount of Services Received	Parent Request	Administrative Convenience
Regular States
Alabama
Alaska
Arizona
Arkansas^					Y
California	Y
Colorado
Connecticut
Delaware
Florida^	Y	Y
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa	Y				Y
Kansas^
Kentucky
Louisiana
Maine^	Y
Maryland	Y	Y	Y
Massachusetts
Michigan
Minnesota
Mississippi	Y	Y
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York	Y
North Carolina	Y
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina	Y				Y
South Dakota
Tennessee
Texas
Utah					Y
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming					Y
Total	9	3	1	0	5
Unique States
American Samoa^
Bureau of Indian Education
District of Columbia
Guam	Y
Marshall Islands
Micronesia
Northern Mariana Islands
Palau
Puerto Rico
U.S. Virgin Islands
Total	1	0	0	0	0

^ See Table B.1 for descriptions of other policy variables that cannot be used to guide the decision making process.

Table B.14: Specifications and Descriptions of "Other" Accommodation Policy Variables That Cannot Be Used to Guide the Decision Making Process for Using Accommodations During Statewide Assessment

Arkansas	Other - Practices to avoid when planning for the implementation of accommodations during testing: making ‘on the spot’ decisions about what accommodations a student needs for testing, not considering an accommodation as essential because only one student needs it.
Florida	Other - The selection of accommodations must not be based solely on grade level.
Kansas	Other - Accommodations should not be used to compensate for lack of achievement.
Maine	Other - Decisions should not be based on the availability of an accommodation, or on how a student is performing.
American Samoa	Other - The fact that a student may be expected to achieve a higher score with test changes is not an appropriate criterion for providing such changes.

Table B.15: Guidance for Using Accommodations That Are Not on the "Approved" List

State	Seek Approval from State Board/ Department of Education	Committee Review	Required Contact
Regular States
Alabama	Y	Y
Alaska	Y
Arizona
Arkansas			Y
California	Y
Colorado	Y
Connecticut	Y
Delaware	Y	Y*
Florida	Y
Georgia	Y
Hawaii
Idaho	Y
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana		Y
Maine	Y
Maryland	Y
Massachusetts	Y
Michigan
Minnesota	Y		Y
Mississippi	Y
Missouri^
Montana	Y
Nebraska
Nevada	Y
New Hampshire	Y
New Jersey			Y
New Mexico
New York
North Carolina	Y		Y
North Dakota
Ohio
Oklahoma
Oregon		Y
Pennsylvania
Rhode Island	Y
South Carolina			Y
South Dakota	Y
Tennessee	Y
Texas	Y
Utah
Vermont	Y
Virginia			Y
Washington	Y
West Virginia	Y
Wisconsin	Y
Wyoming
Total	26	4	6
Unique States
American Samoa
Bureau of Indian Education
District of Columbia
Guam
Marshall Islands
Micronesia
Northern Mariana Islands
Palau
Puerto Rico
U.S. Virgin Islands
Total	0	0	0

* See Table B.16 for specifications of guidance for using accommodations not on the approved list.

^ See Table B.16 for descriptions of other guidance.

Table B.16: Specifications and Descriptions of "Other" Guidance for Using Accommodations That Are Not on the ‘Approved’ List

Delaware

Committee Review - Unique accommodations specific to the individual student as determined by the IEP team and approved by the Department of Education/Delaware Student Testing Program Task Force. The status (aggregation/non-aggregation) of the accommodation is decided by the Task Force.

Missouri

Other - If an IEP team determines the need for an accommodation that is not on this list, the accommodation must be identified in the IEP and coded as "other."

Table B.17: Guidelines for the Administration of Accommodations Involving a Third Party

State	No Guidelines	Scribe	Reader	Sign Language Interpreter
Regular States
Alabama				Y
Alaska		Y	Y	Y
Arizona		Y
Arkansas		Y	Y	Y
California		Y		Y
Colorado		Y
Connecticut			Y	Y
Delaware		Y	Y	Y
Florida		Y	Y
Georgia		Y	Y	Y
Hawaii			Y	Y
Idaho	Y
Illinois		Y	Y
Indiana		Y
Iowa	Y
Kansas	Y
Kentucky		Y	Y	Y
Louisiana		Y	Y	Y
Maine	Y
Maryland		Y	Y	Y
Massachusetts		Y	Y	Y
Michigan		Y
Minnesota		Y		Y
Mississippi		Y	Y
Missouri		Y
Montana			Y
Nebraska		Y	Y	Y
Nevada			Y
New Hampshire		Y	Y
New Jersey		Y		Y
New Mexico		Y
New York		Y	Y	Y
North Carolina		Y	Y	Y
North Dakota		Y	Y	Y
Ohio		Y
Oklahoma	Y
Oregon		Y	Y	Y
Pennsylvania		Y	Y	Y
Rhode Island		Y	Y
South Carolina		Y	Y	Y
South Dakota		Y	Y	Y
Tennessee		Y	Y	Y
Texas		Y	Y
Utah		Y	Y	Y
Vermont		Y	Y
Virginia		Y	Y	Y
Washington		Y	Y	Y
West Virginia		Y
Wisconsin		Y
Wyoming		Y	Y	Y
Total	5	40	32	27
Unique States
American Samoa	Y
Bureau of Indian Education
District of Columbia	Y
Guam	Y
Marshall Islands	Y
Micronesia	Y
Northern Mariana Islands	Y
Palau	Y
Puerto Rico		Y	Y	Y
U.S. Virgin Islands
Total	7	1	1	1

Table B.18: Presentation Accommodations (1 of 2)

State	Large Print	Braille	Read Aloud Directions	Read Aloud Questions	Sign Interpret Directions	Sign Interpret Questions	Repeat/Re-Read/Clarify Directions	Visual Cues	Administration by Others	Familiar Examiner
Regular States
Alabama	A	AI/AC*	AC*	AC*	A*	AC*				AC*
Alaska	A	A	A	AC*	A	AC*	A			A
Arizona	A	A	A	AI/AC*	A	AI/AC*	A			A
Arkansas	A	A	AC*	AC*	A
California	A	A		AI/AC*	A	AI/AC*	A
Colorado	A	A	A	AI/AC*	A	AC*	A			A
Connecticut	A	A	A	AC*
Delaware	A	A*	AC*	AI/AC*	A	AI/AC*	A
Florida	A	A	A*	AC	A	AC*	A	A		A
Georgia	A*	AC/UA		AC/UA*	A	AC/UA*	A	A		A
Hawaii	A	A		AC*
Idaho	A	A	A	AC*	A	A	A*	A
Illinois	A	A	A				A
Indiana	A	A	A	AC*		A				A
Iowa	A	A	A	A	A	A		A
Kansas	A	A	A	AI/AC*	A	A		A
Kentucky			A	A	A	A	AC*	A
Louisiana	A	A	A	AC*	A	AC*	A
Maine	A	A	A*	AC*	AC*	AC*				A
Maryland	A	A	A	AI/AC*	A	A		A
Massachusetts	A	A		AC/UA*		AC/UA*	A			A
Michigan	A	A	A	AI/AC*	A	AI/AC*	A	A		A
Minnesota	A	A		AC*	AC	AC	A
Mississippi	A	A	A	AI/AC*			A	A		A
Missouri	A	A		AI/AC*	A	AC*
Montana	A	A	A	AI/AC*	A	AC*	A			A
Nebraska	A	A	A	AC*	A	A	A	A
Nevada	A	A	A	AI/AC*	A		A		A
New Hampshire	A	A	AC*	AI/AC*	A				A	A
New Jersey	A	A	A	AC*	A	AC*	A	A	A	A
New Mexico	A	A	A	AI/AC*	A	AI/AC*	A		A
New York	A	A	A	AI/AC*		A	A	A
North Carolina	A	A	A	AI/AC*	A	AI/AC*				A
North Dakota	A	A	A	A	A		A			A
Ohio	A	A	A	AC*	A	A	A*	A	A	A
Oklahoma	A	A		AC*	A	AC*	A	A
Oregon	A	A	A	AI/AC*	A	AI/AC*	A			AI*
Pennsylvania	A	A	A	AC*	A	AC*	A	A
Rhode Island	A	A	AC*	AI/AC*	A				A	A
South Carolina	A	A	AC	AI/AC*	A	AI/AC*		A
South Dakota	A	A		AC*	A	A	A
Tennessee	A	A	A	AC*	A	A*	A
Texas	AC*	A*	AC*	AC*	A	AC*
Utah	AC	A	AC*	AC*	AC*	AC*	AC
Vermont	A	A	AC*	AI/AC*	A				A	A
Virginia	A	A	A	AI/AC*	A*	AC*	A
Washington	A	A		AC*	A	AC*	A
West Virginia	A	A	A	AC*	A	AC
Wisconsin	A	A	A	AC*	A	AC*	A
Wyoming	A	A	AC	AC*	AC	AC*	AC*	A
Total	A: 47 AC: 2	A: 47 AI/AC: 1 AC/UA: 1	A: 31 AC: 10	A: 3 AC: 24 AI/AC: 20 AC/UA: 2	A: 39 AC: 4	A: 11 AC: 19 AI/AC: 8 AC/UA: 2	A: 30 AC: 3	A: 17	A: 7	A: 18 AC: 1 AI: 1
Unique States
American Samoa	A	A	A	A	A	A	A	A
Bureau of Indian Education
District of Columbia	A	A		AC*	A		A*
Guam	A	A	A	AC*	A	A
Marshall Islands	A	A	A	AI/AC*	A		A			A
Micronesia	A	A		AI/AC*	A		A		A
Northern Mariana Islands	A	A	A	A			A
Palau	A	A		AI*	A		A			A
Puerto Rico	A	A	A	A	A			A
U.S. Virgin Islands
Total	A: 8	A: 8	A: 5	A: 3 AC: 2 AI: 1 AI/AC: 2	A: 7	A: 2	A: 6	A: 2	A: 1	A: 2

* See Table B.19 for specifications of presentation accommodations.

Table B.18: Presentation Accommodations (2 of 2)

State	Additional Examples	Teacher High-lighting	Student High-lighting	Student Reads Test Aloud	Native Language Translation of Directions and/or Items	Increased Space Between Items	Simplify/ Para-phrase Directions	Tactile Graphics	Prompt/ Encour-age Student	Page Turner
Regular States
Alabama
Alaska^		A		A						A
Arizona^							A	A
Arkansas		A*	A*
California^		A								A
Colorado					AC*
Connecticut
Delaware		A			I/AC*		AI*		A	A
Florida^	A	A	A	A		A			P
Georgia		AC*	AC*				AC/UA*	AC/UA*
Hawaii^
Idaho^	A	A				A	A		A
Illinois^			A
Indiana^	A						P
Iowa								A
Kansas^		A	A	A			A	A	A
Kentucky									A
Louisiana^		A
Maine^
Maryland		A	A					A
Massachusetts^									A
Michigan^		A	A	A						A
Minnesota^		A	A		AC*
Mississippi		A	A				AI/AC*		A
Missouri							AI
Montana		A
Nebraska^		A	A			A	A	A
Nevada^
New Hampshire^		A		A	A
New Jersey^								A
New Mexico					AI/AC*		A
New York^	A	A				A	A
North Carolina				A		AC*
North Dakota^		A					A	A
Ohio		A	A
Oklahoma^
Oregon^		AI/AC*	AI/AC	AI/AC*	AI/AC*		A		A	AC
Pennsylvania		A	A	A	A		A
Rhode Island^				A	A
South Carolina^		A	A	A
South Dakota^							A	A
Tennessee^				A
Texas^		A	A	A	AC*		AC*
Utah		A	A				AC*	A
Vermont^		A		A	A
Virginia^							A
Washington				A	A					A
West Virginia^							A		AC*
Wisconsin^		A	A	A			A		A	A
Wyoming^		A	A
Total	A: 4	A: 25 AC: 1 AI/AC: 1	A: 16 AC: 1 AI/AC: 1	A: 14 AI/AC: 1	A: 5 AC: 3 AI/AC: 3	A: 4 AC: 1	A: 13 AC: 2 AI: 2 AI/AC: 1 AC/UA: 1 P: 1	A: 9 AC/UA: 1	A: 8 AC: 1 P: 1	A: 6 AC: 1
Unique States
American Samoa^	A	A	A			A	A
Bureau of Indian Education
District of Columbia					A*		A
Guam	A						A
Marshall Islands^
Micronesia^							AI
Northern Mariana Islands^
Palau^							AI
Puerto Rico^		A	A					A
U.S. Virgin Islands
Total	A: 2	A: 2	A: 2		A: 1	A: 1	A: 3 AI: 2	A:1

* See Table B.19 for specifications of presentation accommodations.

^ See Table B.19 for descriptions of other presentation accommodations.

Table B.19: Specifications and Descriptions of "Certain Circumstances," "Implications for Scoring," "Unique Aggregated," and "Other" Presentation Accommodations

Alabama	Braille - If used on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or Stanford 10, considered non-standard administration; only raw scores reported; report will indicate non-standard administration. Allowed without restrictions on Alabama Reading and Math Test, Alabama Direct Assessment of Writing (ADAW), Alabama High School Graduation Exam (AHSGE), Alabama Science Assessment (ASA), and alternate assessment. Read Aloud Directions - Test read aloud by test administrator; allowed on ADAW, the mathematics, language, science and social studies subtests of the AHSGE, the ASA, and the mathematics and science tasks/activities on the alternate assessment. Read Aloud Questions - Test read aloud by test administrator; allowed on ADAW, the mathematics, language, science and social studies subtests of the AHSGE, the ASA, and the mathematics and science tasks/activities on the alternate assessment. Sign Interpret Directions - Use on the ACCESS for ELLs test is allowed with SDE approval only. Sign Interpret Questions - Allowed on mathematics and science tasks/activities on the alternate assessment. Familiar Examiner - Student’s special education teacher. Allowed on DIBELS, Stanford 10, ARMT, ADAW, AHSGE, ASA, and ACCESS for ELLs tests.
Alaska	Read Aloud Questions - Reading aloud the math or writing test questions, answer choices, and/or writing prompts is allowed. Reading aloud questions, reading passages, and/or answer choices on the reading test is allowed only in the Modified High School Graduation Qualifying Examination (Modified HSGQE); use of this modification in a regular assessment would render the assessment invalid. Sign Interpret Questions - Signing math and/or writing questions to student is allowed. Test questions on the reading test may not be signed Other-Allowing proctors to provide synonyms for unknown words if requested by student is allowed only in the Modified HSGQE. Use of this modification in a regular assessment would render the assessment invalid; Reading or signing multi-step math or writing test questions one step at a time; Assisting student in tracking or sequencing test items; Allowing a student with a specific learning disability in reading, writing, and/or mathematics to ask a test proctor for clarification of a test question is allowed only in the Modified HSGQE; Allowing signer to clarify test questions for a deaf student; allowed only in the Modified HSGQE; Using a checklist to remind student of tasks to be completed; Presenting directions and questions via overhead and transparencies; Using test contractor tape-recorded version of the High School Graduation Qualifying Examination (HSGQE) writing and mathematics tests; Allowing signer to clarify test questions for a deaf student; allowed only in the Modified HSGQE; Providing written version of oral directions; Writing helpful verbs in the directions on the board, or a separate piece of paper.
Arizona	Read Aloud Questions - Read aloud math or writing test items in English allowed for students with a 504 plan or IEP. Reading aloud items on the Reading test is considered an alternate accommodation and is only available to students with an IEP. Use of this accommodation on the Reading test results in scores that are considered invalid for comparison and accountability purposes; results will not be included in aggregate results at the school, district and state level and students will not count as having tested for AYP purposes. Sign Interpret Questions - Exact sign language interpretation of math or writing items is allowed for students with a 504 plan or IEP. Signing items on the Reading test is considered an alternate accommodation and is only available to students with an IEP. Other - Cue cards; Picture directions and schedules.
Arkansas	Read Aloud Directions - Readers are allowed to assist students by reading directions for the math or writing sections of the test. Read Aloud Questions - Readers are allowed to assist students by reading the test items for the math or writing sections of the test; no portion of the reading test itself should be read to the student. Reading of an approved Iowa Test of Basic Skills (ITBS) subtest (no portion of the reading test may be read to any student) is allowed. Teacher Highlighting - Highlighters may be used on test booklets in grades 3-9 only, no highlighters may be used on answer documents. Student Highlighting - Highlighters may be used on test booklets in grades 3-9 only, no highlighters may be used on answer documents.
California	Read Aloud Questions - Considered an accommodation for math, science, history-social science, and writing tests. Considered a modification for reading, language, spelling, and English language arts tests. Modifications fundamentally alter what the exam measures or affect the comparability of exam scores. Sign Interpret Questions - Considered an accommodation on the math, science, writing, and social studies tests. Considered a modification if used on the reading, language, spelling, English-language arts, or the "reading, listening, speaking" test. Other - Cut the actual outlines of shapes and figures from stimulus cards; available only on the California Alternate Performance Assessment (CAPA); Describe pictures as needed; available only on the CAPA; Allow students to handle objects as needed; available only on the CAPA. Place materials on a surface with a boundary so they will not fall away or roll out of reach as a student uses them; available only on the CAPA; As needed, enlarge stimulus cards; available only on the CAPA; Substitute Braille, textured, or auditory materials (such as a beeping ball) for visual stimulus materials if such materials are used regularly by the student; available only on the CAPA .
Colorado	Read Aloud Questions - Oral presentation of test passages, item stems, and answer choices is allowed on writing, math, science, and escritura only; not allowed on reading Colorado Student Assessment Program (CSAP) nor on lectura. Reading the reading test is considered a modification and results in the student being assigned a "no score" for the purposes of state, district, and school reports. Sign Interpret Questions - Signing of the entire assessment, including word problems is not allowed on the reading CSAP nor on the lectura. Native Language Translation of Directions and/or Items - Read aloud only the directions in the students native language is allowed for all subjects. Translated oral presentation of test passages, item stems, and answer choices in the native language of the student is not allowed on reading CSAP or on lectura.
Connecticut	Read Aloud Questions - On the Connecticut Mastery Test (CMT), a reader is allowed only for math and science items. On the Connecticut Academic Performance Test (CAPT), a reader is allowed only for math, science, and interdisciplinary writing items.
Delaware	Braille - Grade 1 and/or Grade 2 Braille is allowed. Read Aloud Directions - Reading the test directions in English is allowed for Mathematics, Science, and Social Studies only. Read Aloud Questions - Reading aloud multiple-choice options and writing prompts is allowed without restrictions on all tests. Reading aloud the passages or texts for the reading test or text-based writing, changes the construct(s) of the test; neither the Stanford Achievement Series 10^th edition (SAT-10) nor the Delaware Student Testing Program (DSTP) scores of students testing with this accommodation will be included in the calculation of test results presented in the State Summary Report. Sign Interpret Questions - Signing the passages or texts for the reading test or text-based writing changes the construct(s) of the test; neither the SAT-10 nor DSTP scores of students testing with this accommodation will be included in the calculation of test results presented in the State Summary Report. Native Language Translation of Directions and/or Items - Passages on the reading test or text-based writing cannot be translated. If an interpreter translates questions and options on the SAT9 or SAT10 mathematics test, reading passages in the reading test, or text-based writing into student’s native language on the SAT9, SAT10, and DSTP; scores are not aggregated. Administering the entire test in Spanish (not available for the reading and writing tests); if this accommodation is used, the DSTP score will be aggregated but the SAT-10 score will not be aggregated. Administering two side-by-side tests at the same time, one version in Spanish and the second in English (not available for the reading and writing tests); if this accommodation is used, the DSTP score will be aggregated but the SAT-10 score will not be aggregated. Simplify/Paraphrase Directions - Simplifying or paraphrasing test directions or items (including multiple-choice options) in English or the student’s native language results in a non-aggregable score on both the SAT10 and DSTP. Presenting instructions and test questions (including multiple-choice options) via an overhead projector and transparencies.
Florida	Read Aloud Questions - Oral presentation of the topic (prompt) on the writing test and all mathematics and science items is aloud. Passages and items on the reading test must be read by the student through visual or tactile means; test administrator may also read all mathematics and science questions; test questions may not be reworded, summarized, or simplified. Sign Interpret Questions - Signed presentation of the topic (prompt) on the writing test and all mathematics and science items is allowed. Passages and items on the reading test must be read by the student through visual or tactile means. Other - Printed copy of the directions read by the teacher from the Florida Comprehensive Assessment Test (FCAT) administration script; Tabbed or modified pages for easy turning; Limited assistance may be provided by ESOL or heritage language teacher including answering student questions about the general test directions in the student’s heritage language. On the mathematics and science tests and writing prompt, limited assistance may be provided to answer specific questions about a word or phrase, but this is not allowed on the reading test.
Georgia	Braille - Considered non-standard if used on Norm-Referenced Testing (NRT), nonstandard accommodations may alter what the test measures and test results for a student provided nonstandard accommodations must be interpreted in light of the nonstandard accommodations. Considered a standard accommodation on all other tests. Read Aloud Questions - Reading the test in English only (any content area, subtest, or prompt) is considered conditional if used on the Criterion-Referenced Competency Tests (CRCT); considered non-standard if used on the reading comprehension and vocabulary subtests of the NRT; and allowed as standard on the Writing test only of ACCESS for ELLs. Conditional accommodations may alter what the test measures and test results for a student provided conditional accommodations must be interpreted in light of the conditional accommodations. Sign Interpret Questions - Signing the test (any content area, subtest, or prompt) is considered a conditional accommodation if used on the CRCT and considered a non-standard accommodation if used on the NRT. Conditional and non-standard accommodations may alter what the test measures and test results for a student provided conditional or non-standard accommodations must be interpreted in light of the conditional or non-standard accommodations. Teacher Highlighting - Use of directions that have been marked by teacher is considered a standard accommodation on ACCESS only. Student Highlighting - Use of highlighter by student is allowed for ACCESS for ELLs Listening, Reading, and Writing, but not allowed for ACCESS for ELLs Speaking. Simplify/Paraphrase Directions - Explaining or paraphrasing the directions for clarity (English only) is considered non-standard on the NRT. Tactile Graphics - Materials presented with contrast and tactile cues is considered non-standard on the NRT.
Hawaii	Read Aloud Questions - In order to receive this accommodation, a student must have a specific identified impairment that greatly limits or prevents the ability to decode text. The reading sessions for grade 3 may not be read aloud. Other - Any student may raise his or her hand to request assistance in reading a mathematics problem and a related test question. Not allowed for any passage or related test questions in the reading sessions.
Idaho	Read Aloud Questions - Not to be used on sections measuring reading ability. Repeat/Re-Read/Clarify Directions - Not allowed on test item directions. Other - Writing helpful verbs in the directions on the board or on a separate piece of paper; Answering the questions about the test directions and the items; Increasing the size of the answer bubbles; Locating the answer bubbles directly along side of the choices in multiple choice exams.
Illinois	Other - Audiocassette of test.
Indiana	Read Aloud Questions - Under no circumstances may a student have portions of the reading comprehension subtest read to him or her. Allowed on other tests. Other - Student is provided color-coded prompts for mathematical problems.
Kansas	Read Aloud Questions - Human reader is allowed on mathematics, science, social studies, or reading questions only. Reading the reading passage to students is not allowed for any student group; if used on the reading passage the student counts as not tested. Other - Repeat questions and responses from classmates; Use gestures (e.g., point to materials); Allow student multiple reads.
Kentucky	Repeat/Re-Read/Clarify Directions - Stories (reading passages) and content passages may not be paraphrased. Other - Reinforcement and behavior modification strategies.
Louisiana	Read Aloud Questions - The "Reading and Responding" session of the English language arts Test on Louisiana Educational Assessment Program (LEAP 21) and Graduation Exit Examination (GEE 21), "Reading Comprehension" on Iowa Test of Basic Skills (ITBS) and the old GEE, and "Ability to Interpret Literary Materials" on ITED may not be read aloud. Allowed on all other sessions. Sign Interpret Questions - The "Reading and Responding" session of the English language arts Test on LEAP 21 and GEE 21, "Reading Comprehension" on ITBS and the old GEE, and "Ability to Interpret Literary Materials" on ITED may not be signed. Allowed on all other sessions. Other - Assisting the student in tracking the test items.
Maine	Read Aloud Directions - Inferred from: "human reader." Allowed on mathematics, science, and/or writing tests. On the reading sessions, directions and questions may be read aloud but not the reading passages. Read Aloud Questions - Inferred from: "human reader." Allowed on mathematics, science, and/or writing tests. On the reading sessions, directions and questions may be read aloud but not the reading passages. Sign Interpret Directions - Inferred from "using sign language." For reading sessions, sign language may be used only for questions and directions, not for reading passages. Sign Interpret Questions - Inferred from "using sign language." For reading sessions, sign language may be used only for questions and directions, not for reading passages. Other - Using administrator verification of student understanding following the reading of test directions.
Maryland	Read Aloud Questions - Use of the verbatim reading accommodation is permitted on all assessments as a standard accommodation with the exception of the Maryland Functional Reading Test (MFRT) and the Maryland School Assessment (MSA) in reading, grades 3 and 4, which assess student’s ability to decode printed language. Students in those grades receiving this accommodation on the assessment will receive a score based on standards 2 and 3 (comprehension of informational and literary reading material) but will not receive a score for standard 1, general reading processes.
Massachusetts	Read Aloud Questions - Test administrator may read aloud the English Language Arts (ELA) composition writing prompt or the mathematics, science and technology/engineering, and/or history and social science passages and test items to the student. Reading aloud the ELA reading comprehension test is considered a non-standard accommodation. Sign Interpret Questions - Test administrator may sign the ELA composition writing prompt or the mathematics, science and technology/engineering, and/or history and social science passages and test items to the student. Signing the ELA reading comprehension test is considered a non-standard accommodation. Other - The test administrator assists the student in tracking test items (e.g. moving from one test question to the next).
Michigan	Read Aloud Questions - Reading aloud the Michigan Educational Assessment Program (MEAP) reading components of the English Language Arts (ELA) assessment or the MI-Access (alternate assessment) accessing print assessment to the student is considered non-standard. Non-standard accommodations change the construct that the assessment is measuring rendering scores that are not valid; use of nonstandard accommodations may also adversely affect a student’s eligibility to earn a Michigan Merit Award scholarship. In addition, students who use nonstandard assessment accommodations will not count as being assessed for the calculation of the NCLB participation rates for both the school and district. Sign Interpret Questions - Signing the mathematics, science, and social studies assessments is allowed. Signing the English Language Arts assessments is considered non-standard. Other - Emphasis on key words in directions; Students asking for clarification of directions.
Minnesota	Read Aloud Questions - Reading the writing prompt aloud is allowed for all students. Reading the mathematics script to student is allowed for students with an IEP or 504 plan. Native Language Translation of Directions and/or Items - Translated directions (oral, written, or signed) into first language. Translation of writing prompt, oral or written. Written translation of math test or script read to student/on CD in student’s first language (Basic Standards Test only). Other - Segmented test book.
Mississippi	Read Aloud Questions - Reading aloud test items is allowed on all tests except the reading sections of the following state assessments: Mississippi Curriculum Test (MCT)-reading, Norm-Referenced test (NRT)-reading, English II multiple choice-reading comprehension. The use of non-allowable accommodations results in test scores that are not an accurate measure of a student’s achievement and knowledge; such results are therefore considered invalid scores. These results will not be included in summary statistics or to report the performance of students with disabilities to the public; any student with an invalid score is considered not tested. Simplify/Paraphrase Directions - Paraphrase items is allowed on all tests except the reading sections of the following state assessments: MCT-reading, NRT-reading, English II multiple choice-reading comprehension.
Missouri	Read Aloud Questions - Oral reading of all tests is allowed except on the communication arts test which invalidates student scores for accountability purposes resulting in the child being reported in Level Not Determined (LND). Except for children identified as blind/visually impaired who use oral reading as their primary instructional method. Sign Interpret Questions - Mathematics, science, and/or social studies items may be signed. Items on the communication arts test may not be signed.
Montana	Read Aloud Questions - Allowed on all tests but reading passages. Reading aloud reading passages is considered a non-standard accommodation; if used on the reading test, the student’s score will automatically be reported in the novice performance category for that content area. Sign Interpret Questions - Allowed on all tests other than the reading test. Assist students in understanding directions.
Nebraska	Read Aloud Questions - In reading assessments, readers may only read the instructions and questions, not the content of the assessment. Other-Read multi-step directions in small portions; Multiple-choice questions followed by answer down side with bubbles to the right.
Nevada	Read Aloud Questions - Allowed on science, math, and writing. Reading the Criterion-Referenced test (CRT) or High School Proficiency Examination (HSPE) in reading or the Iowa Test of Basic Skills/Iowa test of Educational Development (ITBS/ITED) reading comprehension or vocabulary test(s) to the student is considered a modification. Modifications affect the validity of test scores; students using modifications will be placed in the lowest achievement category for that test and will not be counted for participation. Other - Provide directions at the beginning of the test word for word, on a separate sheet for the student to use as needed.
New Hampshire	Read Aloud Directions - Inferred from: "Read test aloud to student (Mathematics and Session 1 Writing only)." Read Aloud Questions - Allowed on the mathematics and session 1 writing only. Reading the reading test is a modification and invalidates all reading sessions. Use of an accommodation in the "Modifications (F)" section will invalidate the session(s) in which it was used and no credit will be given; all affected sessions using this modification are counted as incorrect. Other - Reduction of visual print by blocking or other techniques.
New Jersey	Read Aloud Questions - Reading the reading passages in Language Arts Literacy is not allowed. Allowed on other tests. Sign Interpret Questions - Signing the reading passages in Language Arts Literacy is not allowed. Allowed on other tests. Other - Providing written directions on a separate sheet or transparency.
New Mexico	Read Aloud Questions - Reading aloud stimulus material, test items, and/or answer choices is allowed on the math/science/social studies/writing tests but is a prohibited modification on the reading test. Assessments taken using a non-allowed modification will be invalidate; the student will be counted as a non-participant in the determination of the school’s participation rate and as a "no score" in the school’s performance results. Sign Interpret Questions - Signing of stimulus material, test items, and/or answer choices is allowed on science/math/social studies/writing but is a prohibited modification for reading. Native Language Translation of Directions and/or Items - Reading aloud in the student’s native language or translation of test directions is allowed in all subjects. Reading aloud in the student’s native language or translation of stimulus material, test items, and/or answer choices is allowed on writing/math/science/social studies but is a prohibited modification for reading. Paraphrasing stimulus material, test items, and/or answer choices is considered a prohibited modification.
New York	Read Aloud Questions - Considered a modification (results in invalid scores) on certain sections of the state grades 3-8 English language Arts (ELA) tests because these sections measure a student’s reading skills (decoding and comprehension). Other - Verbal description of graphics; Increased size of answer blocks/bubbles; Multiple-choice items in vertical format with answer bubble to right of response choices; Signing the listening section more than twice.
North Carolina	Read Aloud Questions - Reading aloud a reading test designed to measure reading comprehension invalidates the results of that test. Allowed on other tests. Sign Interpret Questions - Interpreter signage of a reading comprehension test invalidates the results of that test. Allowed on other tests. Increased Space Between Items - One test item per page edition. Not available on the writing test because there is only one prompt for the test.
North Dakota	Other - Additional school support (instructional assistant, special education support staff).
Ohio	Read Aloud Questions - Not allowed on reading passages/selections on reading tests. Allowed on other tests. Repeat/Re-Read/Clarify Directions - Re-reading the directions is allowed, but signing to define or clarify a word or phrase in the directions is prohibited. Reorder questions (student may answer questions in order of his/her choice).
Oklahoma	Read Aloud Questions – Allowed on all but the reading test. Sign Interpret Questions - Allowed on all but the reading test. Other - Test administrator assists the student in tracking and/or sequencing of test items.
Oregon	Read Aloud Questions - Read mathematics, science, and social sciences, items and response choices aloud to the student (with the exception of math symbols and numerals) including read alouds using technology. On writing test: read writing prompts aloud to student. Reading the reading/literature passages, items, and distractors aloud is considered a modification. Modifications change the content and/or performance standards of what is being measured by the test. Sign Interpret Questions - Sign writing prompts. Signing the reading/literature, math, science, and social sciences passages, items, and distractors to a student is considered a modification. Familiar Examiner - Parent as examiner when the test is given in the home is considered a modification. Teacher Highlighting - Highlight words in directions. For math, science, and social sciences, (not reading/literature), proctor highlights vowel combinations in passages, items and distractors. On the writing test: highlight words in directions; proctor highlights vowel combinations in writing prompts. For the reading/literature assessment, the proctor highlights vowel combinations in passages, items, and distractors is considered a modification. Student Reads Test Aloud - Student reads test aloud or sub-vocalizes text to listener or self. Student is allowed to vocalize his or her thought process out loud to himself or to a neutral proctor. Student retells story to proctor or educational assistant in his or her own words. Considered an accommodation if student responds to multiple choice items and considered a modification if the student does not respond to multiple choice items. Native Language Translation of Directions and/or Items - Translate directions orally. Also allowed on the English Language Proficiency Assessment (ELPA) for all students. Translated writing prompts into a language other than English orally, as an audio recording, or in writing is considered a modification. Administration of side-by-side Spanish/English and Russian/English version of the mathematics, science, and social sciences tests. Administration of the Spanish/English writing prompts. Other - School staff re-word or simplify wording of testing items or the writing prompt; Synonym or definition is provided to student upon request. Both are considered modifications. Modifications change the content and/or performance standards of what is being measured by the test; Synonym provided for unknown word in writing prompt if requested by student; Use of physical assistance or devices for manipulation of test materials; Limit the number of distractors (answer options) on multiple choice items. Considered a modification; Provide a written version of oral directions; Provide written translations of oral directions; Read aloud audio recording of available side-by-side tests in Spanish/English and Russian/English read verbatim directly from the test booklet. Read-aloud audio record of available tests in Spanish/English side-by-side, prompts read verbatim directly from test booklet; Use sensory/processing techniques to allow students to attend to task.
Pennsylvania	Read Aloud Questions - The writing prompt may be read aloud but not multiple choice items or stimulus passages. Math questions may be read aloud, but not allowed on Reading tests. Sign Interpret Questions - Interpreters may translate not define, specific words and/or questions (multiple choice or open ended) on the math assessment. Not allowed for reading passages or questions.
Rhode Island	Read Aloud Directions - Inferred from: "read test aloud to student (Mathematics and Session 1 Writing only)." Read Aloud Questions - Inferred from: "read test aloud to student (Mathematics and Session 1 Writing only)." Reading the reading test to the student invalidates all reading sessions. Other-Underline key information in directions; Reduction of visual print by blocking or other techniques.
South Carolina	Read Aloud Questions - Allowed without implications for scoring on the math, science, and social studies tests. Considered a modification with implications for scoring on the English language arts test. Available by audio CD-ROM on the computer or read by test administrator. Sign Interpret Questions - Allowed without implications for scoring on the math, science, and social studies tests. Considered a modification with implications for scoring on the English language arts test. Other-A student may need to sign the directions to the test administrator or interpreter for clarification or to demonstrate his or her understanding.
South Dakota	Read Aloud Questions - Not allowed on reading comprehension passages or on the word study skills subtest (grades 3 and 4). Allowed on all other tests. Other- Audiotape/CD recording of test items. Not allowed on reading comprehension passages.
Tennessee	Read Aloud Questions - Readers for illustrations and graphs on the Braille or large print versions of the Tennessee Comprehensive Assessment Program (TCAP) are permitted if verified visual impairment is documented on IEP. Read aloud internal test items or prompt upon request (for students who only need certain words read to them upon request), allowed on all tests for students with an IEP and allowed on tests except those measuring reading/language arts for students with a 504 plan. Sign Interpret Questions - Inferred from: "interpreter signs/cues test." Allowed only for students with a hearing impairment/deafness. Other-Modified answer document or test booklet. Only for students with an IEP or 504 Plan on the writing assessment, available for all students on other assessments.
Texas	Large Print - Student must be identified as having a visual impairment. Braille - Student must be identified as having a visual impairment. Read Aloud Directions - On the SDAA II writing test, the administrator is instructed to read the writing prompt for instructional levels 2, 3/4, 5, 6/7, 8/9 writing, and 10 ELA. Read Aloud Questions - Test administrators may read any word, phrase, or sentence in a math test question for any grade 3 student. Students with an IEP or 504 plan may have an administrator read the test questions and answers for math, social studies and science sections of the Texas Assessment of Knowledge and Skills (TAKS). Students with an IEP can have an administrator read aloud the test questions and answer choices of the math, science and social studies sections of the TAKS-I and the State-Developed Alternate Assessment (SDAA) II. The SDAA II reading and writing tests for instructional level K and portions of Instructional Level 1 are designed to be read aloud to all students. Read aloud questions and answer choices on the TAKS reading for grades 3-5. Part of a bundle of accommodations only for students diagnosed with dyslexia or a severe reading disability. May only be used as a "bundled package with: orally reading all proper nouns associated with each passage before students began individual reading, and extended test time over two-day period. Reading assistance- reading aloud words, phrases, or sentences that the student is having difficulty reading. Only allowed on the Linguistically Accommodated Testing (LAT) in math for ELL students with disabilities in grades 4-9 and 11. Sign Interpret Questions - The writing prompt may be signed to a student with an IEP who is deaf or hard-of-hearing, but no elaboration on the prompt may be provided. Students with an IEP or 504 plan may have an administrator sign the test questions and answer choices for math, social studies, and science sections of the TAKS. Students with an IEP can have an administrator sign the test questions and answer choices for the math, science, and social studies sections of the TAKS-I and the SDAA II. Native Language Translation of Directions and/or Items - Instructions given orally before or after the test may be translated into the native language for all tests. Allowing the student to refer to both the English and Spanish LAT tests to enhance comprehension. Oral translation- orally translating words, phrases, and sentences that the student does not understand. Allowed only on the LAT in math. Simplify/Paraphrase Directions - Linguistic simplification- using simpler words, pictures, or gestures to help the student understand unfamiliar words. Allowed only on the (LAT) in math. Other - Blank answer documents may be copied onto colored paper; Orally reading all proper nouns associated with each passage before students began individual reading. Part of a bundle of accommodations only for students diagnosed with dyslexia or a severe reading disability. May only be used as a bundled package with: read aloud questions and answers and extended test time over two-day period on the TAKS reading assessment in grades 3-5.
Utah	Read Aloud Directions - Allowed on all tests but the Utah Academic Language Proficiency Assessment (UALPA). Read Aloud Questions - Not allowed on the language arts subtest of the Utah Basic Skills Competency Test (UBSCT), nor on the UALPA, nor on the reading and vocabulary subtests of the Iowa Tests. Passages, questions, and options may not be read aloud on the CRT secondary language arts test. Math and science passages, questions and options on the Criterion-Referenced Test (CRT) may be read aloud in English. Sign Interpret Directions - Allowed on all tests but the UALPA. Sign Interpret Questions - Not allowed on the language arts subtest of the UBSCT, nor on the UALPA, nor on the reading and vocabulary subtests of the Iowa Tests. Passages, questions, and options may not be signed on the CRT secondary language arts test. Math and science passages, questions and options on the CRT may be signed. Repeat/Re-Read/Clarify Directions - Clarification and re-signing are allowed only on the CRT. Simplify/Paraphrase Directions - Paraphrasing is allowed only on the CRT.
Vermont	Read Aloud Directions - Inferred from: "read test aloud to student (mathematics and session 1 writing only)." Read Aloud Questions - Inferred from: "read test aloud to student (mathematics and session 1 writing only)." Reading aloud any portion of the reading test to a student is considered a modification and invalidates all reading sessions and no credit will be given. Other - Reduction of visual print by blocking or other techniques.
Virginia	Read Aloud Questions - Allowed for all students with an IEP or 504 Plan on the math, science, history/social science, and writing assessments. Only allowed on the reading test for students with a visual impairment, including blindness, and those students with a specific disability that severely limits or prevents them from decoding text at any level of difficulty. If a read-aloud accommodation is used on the reading test for students with disabilities who have not been determined as eligible by the school division according to the criteria stated above, it will be considered a non-standard accommodation. Sign Interpret Directions - Allowed for students who are deaf or have a hearing impairment. Sign Interpret Questions - Allowed for students who are deaf or hard of hearing, except on reading tests. Other - Written directions to accompany oral directions.
Washington	Read Aloud Questions - Use a reader to read mathematics or science items Verbatim. Sign Interpret Questions - Use a reader to read mathematics or science items Verbatim in Signing Exact English sign or American Sign Language.
West Virginia	Read Aloud Questions - Have stimulus material, questions, and/or answer choices read aloud verbatim to the student. On the Alternate Performance Task Assessment (APTA), all items on the math and reading/language arts tests may be read aloud verbatim except for reading comprehension items, available to all students taking the APTA. The reading comprehension items will be administered according to the prompting hierarchies. Not allowed on the reading/language arts portion of West Virginia Educational Standards Test (WESTEST). Prompt/Encourage Student - Only available for students taking the APTA. Picture symbols. Allowed for all students taking the APTA. Other - Replication of the student test is allowed only on the APTA.
Wisconsin	Read Aloud Questions - Not allowed on reading test. Sign Interpret Questions - Not allowed on reading Test. Other - Provide an extra test booklet for students to view, so they don’t need to flip back and forth in test book if a graph or table is on one page and questions related to it are on another; Provide treats, snacks, or prizes as appropriate before/during/after testing; Administer practice activities and teach test-taking skills for test preparation; Use oral interpreters for directions and sample items.
Wyoming	Read Aloud Questions - A teacher or qualified person reads test questions in writing, mathematics, and science subtests without paraphrasing, clarifying, interpreting, elaborating, or defining word meanings. Sign Interpret Questions - Sign language interpreter signs test questions in writing, mathematics, and science subtests without paraphrasing, clarifying, interpreting, elaborating, or defining word meanings. Repeat/Re-Read/Clarify Directions - A teacher or qualified person re-reads test questions in writing, mathematics, and science subtests without paraphrasing, clarifying, interpreting, elaborating, or defining word meanings. Student may ask for clarification of directions (not test questions or answer choices). Other - Teacher assists the student in tracking and/or sequencing of test items (e.g., moving from one question to the next or redirecting the student’s attention to the test); Printing of on-line sections of assessment.
American Samoa	Other - Omit questions which cannot be revised, prorate credit; Multi-choice, answers follow questions down, bubbles to right; Prompts available on tape; Teacher helps student understand prompt; Student can ask for clarification.
District of Columbia	Read Aloud Questions - Reading of comprehension passages on reading test, reading of math test questions, and reading entire test (including test questions and answer options) are all considered accommodations for non-standard conditions. Repeat/Re-Read/Clarify Directions - Repetition of directions is allowed without restriction. Assistance with interpretation of directions is considered an accommodation for non-standard conditions. Native Language Translation of Directions and/or Items - On the spot translation of words or phrases, when practical (math only). Considered an accommodation for non-standard conditions.
Guam	Read Aloud Questions - Test questions may be read to student, except when reading comprehension is being assessed.
Marshall Islands	Read Aloud Questions - Allowed on tests other than reading. Reading a reading test may have the potential to invalidate a test score; invalidation of a test score means the changes in test presentation, content, or response format have resulted in changes in what the test measures; therefore, the inference one makes from a given test score is inaccurate. Other - Written copies of orally presented materials.
Micronesia	Read Aloud Questions -Reading a reading test may have to potential to invalidate test scores. Other - Additional school support personnel; special education staff as support; Written copies of orally presented materials.
Northern Mariana Islands	Other - Tape recorded test; Written directions/instructions.
Palau	Read Aloud Questions - Reading a reading test may have the potential to invalidate a test score. Other - Written copies of orally presented materials; Visual display required for test directions/examiner-led activities; Verbatim audiotape of directions or of presentation of total test.
Puerto Rico	Other - Anotaciones, bosquejos e instrucciones [notes, outlines, and instructions]

Table B.20: Equipment and Material Accommodations (1 of 2)

State	Magni-fication Equipment	Amplifi-cation Equipment	Light/ Acoustics	Calculator	Templates	Audio/ Video Equipment	Noise Buffer	Adaptive/ Special Furniture	Abacus	Manip-ulatives	Adapted Writing Tools
Regular States
Alabama	A	A	A		A		AC*	A	AC*		AC*
Alaska	A	A	A	AI/AC*	A		A	A			A
Arizona	A	A	A	AI/AC*	A		A	A	AI/AC*	AI/AC*	A
Arkansas	A			AC*	P		A		A
California	A*	A*	A*	AI/AC*		AI/AC*	A	A		AI/AC*
Colorado	A	A					A			AC*	A
Connecticut	A	A	A	AC*		A	A	A	AC*
Delaware	A	A	A	AI/AC*	A	A	A	A	AC*	AC*
Florida	A	A	A	AC*	A	A	A		A
Georgia	A	A	A	AC/UA*	A		A	A		AC*	A
Hawaii						AC*
Idaho	A	A	A	AC*	A	A	A	A	AC*		A
Illinois				AC*
Indiana	A	A	A	A			A	A			A
Iowa	A	A		A		A	A
Kansas	A	A	A	AI/AC*	A	AC*		A		A	A
Kentucky	A	A		A	A	A	A		A	A
Louisiana	A			A	A				A		A
Maine	A	A	A		A		A		A
Maryland	A	A		A	A	AI/AC*	A		A	A
Massachusetts	A	A		AC/UA*	A		A		A	AC/UA*
Michigan	A	A	A	AI/AC*		AC*	A	A	A	A	A
Minnesota	A		A	AC*	A*	AC*			A
Mississippi	A	A	A	AI/AC*	A			A	AC*
Missouri	A	A	A	A	A				A
Montana	A	A		AI/AC*	A		A			AI/AC*
Nebraska	A	A	A	A	A	A	A		A	A	A
Nevada	A	A	A	AI/AC*	A		A				A
New Hampshire	A	A	A	AI/AC*			A	A	A*
New Jersey		A	A	A	A			A		A	A
New Mexico	A	A		AC*	A	AC*				AC	A
New York	A	A	A	AI/AC*	A	A		A	A
North Carolina	A	AI/AC*	A	AI/AC*				A	A
North Dakota	A	A	A	AC*	A		A	A		A
Ohio	A	A	A	AC*	A	AC*	A	A	AC*	A	A
Oklahoma	A	A	A	A	A			A	A		A
Oregon	A	A	A	A	A	A	A	A	A	A	A
Pennsylvania	A			AC*	A			A	A
Rhode Island	A	A	A	AI*			A	A	AI/AC*	AI/AC*
South Carolina	A	A	A	AI/AC*	A	A		A	A	AC*	A
South Dakota	A	A	A	AC*	A		A	A	AC*		A
Tennessee	A	A		AC*	A		A		A	A
Texas				AC*	A*					AC*
Utah	A	A		AC*	A		A
Vermont	A	A	A	AI/AC*				A	AI/AC*	AI/AC*
Virginia	A	A	A	AC*	A	AI/AC*	A	A	A		A
Washington	A	A	A	AC*	A	A	A	A		A	A
West Virginia	A	A	A	AC*	A			A	AC
Wisconsin	A	A	A	AC*	A	A		A			A
Wyoming	A	A	A	AC*	A		A	A
Total	A: 46	A: 42 AI/AC: 1	A: 35	A: 10 AC: 19 AI: 1 AI/AC: 14 AC/UA: 2	A: 37 P: 1	A: 12 AC: 6 AI/AC: 3	A: 31 AC: 1	A: 30	A: 20 AC: 8 AI/AC: 3	A: 11 AC: 6 AI/AC: 5 AC/UA: 1	A: 21 AC: 1
Unique States
American Samoa	A	A	A	A	A	A	A	A	A		A
Bureau of Indian Education
District of Columbia	A	A	A	A	A		A	A			A
Guam	A	A		AC*	A		A
Marshall Islands				AI/AC*		A
Micronesia		A		AI/AC*		A
Northern Mariana Islands
Palau		A		AI/AC*
Puerto Rico*	A	A		A	A	A	A		A	A
U.S. Virgin Islands
Total	A: 4	A: 6	A: 2	A: 3 AC: 1 AI/AC: 3	A: 4	A: 4	A: 4	A: 2	A: 2	A: 1	A: 2

* See Table B.21for specifications of equipment and material accommodations.

Table B.20: Equipment and Material Accommodations (2 of 2)

State	Slant Board/ Wedge	Secure Paper to Work Area	Visual Organ-izers	Color Overlay	Assistive Technology	Special Paper	Math Tables/ Number Line	Dictionary/Glossary	Thesaurus	Keyboard	Graphic Organ-izers
Regular States
Alabama	AC*	AC*		A
Alaska^		A	A	A		A		AC*	AC*	A
Arizona^	A			A	AI/AC*		AI/AC*
Arkansas						A*
California				A			AI/AC*	AI/AC*
Colorado					A*		AI/AC*			A*	AI/AC*
Connecticut			A
Delaware^					AI/AC*		AC*	AC*	AC*	A
Florida^		A	A	A		A	A	A		A
Georgia^				A	AC/UA*			A
Hawaii
Idaho	A	A	A		A			A
Illinois^						AC*					A
Indiana	A
Iowa			A								A
Kansas^		A	A			A	P*	A		A	A
Kentucky								A
Louisiana
Maine				A		A	AC*				A
Maryland					A	A					A
Massachusetts				A				AC*	P*	A	A
Michigan^		A	A	A		A	AI*	AI/AC*
Minnesota				A	AC	A
Mississippi^		A		A				AI/AC*		A
Missouri^
Montana							AI/AC*
Nebraska					A	A	A	A			A
Nevada			A
New Hampshire				A	A
New Jersey^			A			A
New Mexico					A		P*	A		A
New York^		A	A			A	AI/AC*
North Carolina					AI/AC*
North Dakota			A		A					A	A
Ohio^	A	A	A			A	A	AC*	AC*
Oklahoma	A	A		A
Oregon^		A	A	A	A			AI/AC*	AI/AC*		AC
Pennsylvania						A	A
Rhode Island				A	A*
South Carolina				A	A	A	AI*	AC*	AC*	A
South Dakota	A		A		AC*
Tennessee^			A		A		AC*	AC*
Texas				A			AC*	AC*	AC*
Utah					AC*	A					A
Vermont				A	AC*
Virginia					AC*		AC*	A
Washington^	A		A
West Virginia^			AC*	A	AC*	A	AC*	AC*
Wisconsin						A
Wyoming^			A	A	AC	A
Total	A: 7 AC: 1	A: 10 AC: 1	A: 17 AC: 1	A: 20	A: 11 AC: 7 AI/AC: 3 AC/UA: 1	A: 18 AC: 1	A: 4 AC: 6 AI: 2 AI/AC: 5 P: 2	A: 8 AC: 8 AI/AC: 4	AC: 5 AI/AC: 1 P: 1	A: 10	A: 9 AC: 1 AI/AC: 1
Unique States
American Samoa	A	A			A		A
Bureau of Indian Education
District of Columbia
Guam			A
Marshall Islands
Micronesia
Northern Mariana Islands					A
Palau					A
Puerto Rico^			A		A	A	A	A			A
U.S. Virgin Islands
Total	A: 1	A: 1	A: 2		A: 4	A: 1	A: 2	A: 1			A: 1

* See Table B.21 for specifications of equipment and material accommodations.

^ See Table B.21 for descriptions of other equipment and material accommodations.

Table B.21: Specifications and Descriptions of "Certain Circumstances," "Implications for Scoring," "Unique Aggregated," and "Other" Equipment and Materials Accommodations

Alabama	Noise Buffer - Allowed only on Stanford 10, Alabama Reading and Math Test (ARMT), Alabama Direct Assessment of Writing (ADAW), Alabama High School Graduation Exam (AHSGE), Alabama Science Assessment (ASA), alternate assessment, and ACCESS for ELLS. Abacus -Allowed only on Stanford 10, ARMT, AHSGE, ASA, and alternate assessment. Adapted Writing Tools - Allowed only on Stanford 10, ARMT, and alternate assessment. Slant Board/Wedge - Allowed only on Stanford 10, ARMT, ASA, alternate assessment, and ACCESS for ELLS. Secure Paper to Work Area - Allowed only on Stanford 10, ARMT, and ACCESS for ELLS.
Alaska	Calculator - Use of a graphing calculator is allowed only in the Modified High School Graduation Qualifying Examination (HSGQE), use of a graphing calculator in a regular assessment would render the assessment invalid. Dictionary/Glossary - Dictionaries are allowed only in the Modified HSGQE; use of this modification in a regular assessment would render the assessment invalid. Thesaurus - Thesauri are allowed only in the Modified HSGQE; use of this modification in a regular assessment would render the assessment invalid. Other - Using shield to reduce glare.
Arizona	Calculator - Use of a four-function calculator on Mathematics test is considered an alternate accommodation and is only available to students with an IEP. Use of this accommodation results in scores that are considered invalid for comparison and accountability purposes; results will not be included in aggregate results at the school, district and state level and students will not count as having tested for AYP purposes. Abacus - Use of an abacus on the math portion by a student who is blind is allowed. Use of this accommodation by a non-blind student with an IEP on the math test is considered an alternate accommodation. Manipulatives - Use of manipulatives on the mathematics test is considered an alternate accommodation and is only available to students with an IEP. Assistive Technology - Assistive technology with spell check, grammar check, and predict ahead functions turned off is allowed without restrictions on all tests except for the writing test. Use of assistive technology with spell check, grammar check, or predict-ahead functions is considered an alternate accommodation and is only available on the Writing test and to students with an IEP. Math Tables/Number Line - Use of arithmetic tables or a number line on the mathematics test is considered an alternate accommodation and is only available to students with an IEP. Other - Switches; Keyguards.
Arkansas	Calculator - Calculator use is not allowed during "Session M5-Mathematics" on the benchmark exams; but is permitted on all other mathematics sessions on the benchmark exams. Calculators are not permitted for use on the Iowa tests at Grades K-2. Special Paper - Scratch paper is only allowed for students in grades 1-2.
California	Magnification Equipment - Considered a test variation, available if regularly used in the classroom. Amplification Equipment - Considered a test variation. Light/Acoustics - Considered a test variation. Calculator - Considered a modification on all math and science tests. Modifications fundamentally alter what the exam measures or affect the comparability of exam scores. Audio/Video Equipment - Audio presentation (CD) of test questions is allowed on math, science, history, and writing tests for students with an IEP or 504 Plan. Considered a modification on reading, language, spelling, and English language arts. Manipulatives - Considered a modification on all math and science tests. Position manipulatives and stimulus cards in the way that students can best perceive them; available only on the CAPA (alternate assessment). Math Tables/Number Line - Arithmetic table is considered a modification on all math and science tests. Dictionary/Glossary - Using a dictionary, glossary, word book or word list for reading, language, or spelling tests is considered a modification.
Colorado	Manipulatives - Allowed on math Colorado Student Assessment Program (CSAP) only. Assistive Technology - Assistive technology is allowed but word predictor programs, spell-checking and grammar-checking capabilities must be disabled during the writing assessment. Math Tables/Number line - Providing multiplication tables on the math CSAP is considered a modification and results in the student being assigned a "no score" for the purposes of state, district and school CSAP reports. Keyboard - Personal portable keyboards such as AlphaSmart are allowed but spell-checking and grammar-checking capabilities must be disabled during the writing assessment. Graphic Organizers - The use of graphic organizers on the writing test is considered a modification.
Connecticut	Calculator - A talking calculator is allowed for blind or visually impaired students only on the math Connecticut Academic Performance Testing (CAPT) subtest and on the math and science Connecticut Mastery Test (CMT) subtests. Abacus - Allowed for blind or visually impaired students only and allowed only on the math and science subtests of the CMT and CAPT.
Delaware	Calculator - Using a calculator on the two parts of the mathematics test for which calculators are not permitted, Delaware Student Testing Program (DSTP) and Stanford Achievement Series, 9^th edition (SAT9) scores will not be aggregated. Standford Achievement Series 10^th edition (SAT10) score will be aggregated. Abacus - Allowed on math tests only. Manipulatives - Allowed on math tests only. Assistive Technology - Presenting the test via Kurzweil software is allowed without restrictions on the math, science, and social studies tests. Presenting the reading test directions, questions, multiple-choice options or reading passages via Kurzweil software changes the construct(s) of the test; neither the SAT-10 nor DSTP scores of students testing with this accommodation will be included in the calculation of test results presented in the State Summary Report. Word prediction and outlining software is allowed with no implications for scoring. Math Tables/Number Line - Arithmetic tables are allowed on math tests only. Dictionary/Glossary - Electronic or written bilingual dictionaries must provide only a word-for-word translation and may not be used during the reading test. Thesaurus - All students may use a thesaurus on the writing test only, but students with disabilities may use an electronic thesaurus. Other - Using three-dimensional representations of pictures in the test, such as supplying real coins when a picture of coins is presented. Allowed on math test only.
Florida	Calculator - Calculators are not allowed to be used for basic computation on the Florida Comprehensive Assessment Test (FCAT) mathematics or science in grades 3-6. Students with disabilities may use adapted calculators for the FCAT mathematics in grades 7-10 and FCAT science in grades 8 and 11. Other-Positioning tools such as a reading stand; Writing guide (grid) to produce legible answers.
Georgia	Calculator - Considered a conditional accommodation on the Mathematics subtest of the Criterion-Referenced Competency Tests (CRCT) and a standard accommodation on the Norm-Referenced Testing (NRT). Conditional accommodations may alter what the test measures and test results for a student provided conditional accommodations must be interpreted in light of the conditional accommodations. Manipulatives - Substitute manipulatives are allowed only on the Georgia Kindergarten Assessment Program-revised (GKAP-R) as a standard accommodation. Assistive Technology - Assistive technology in English only (any content area, subtest, or prompt) is considered conditional if used on the CRCT; considered non-standard if used on the reading comprehension and vocabulary subtests of the NRT; allowed as standard on the Writing test only of ACCESS for ELLs. Other - Sound field adaptations; Photograph used, only allowed on the GKAP-R as a standard accommodation.
Hawaii	Audio/Video Equipment - Presentation via audio CD. In order to receive this accommodation, a student must have a specific identified impairment that greatly limits or prevents the ability to decode text. The reading sessions for grade 3 may not be presented aloud.
Idaho	Calculator - Not to be used on sections measuring math computation skills. Abacus - Not to be used on sections measuring math computation skills.
Illinois	Calculator - Allowed for all students on the Illinois Standards of Achievement Test (ISAT) math tests at grade 4-8. Allowed as an accommodation for students with an IEP or 504 Plan at grade 3. Special Paper - Blank scratch paper is available for all students for use in Session 1 of the math test. Scratch paper is available as an accommodation for students with an IEP or 504 Plan on all tests. Other - Paper ruler.
Kansas	Calculator - Use of a calculator on non calculator portions of the assessment is not allowed for any student group. If used, the student counts at not tested. Audio/Video Equipment - KCA audio used for questions and answer choices. Audio tape or CD allowed for mathematics, science, social studies, and reading questions only. Math Tables/Number Line - Teacher- and student-generated math journals are not allowed for any student group. If this accommodation is used, the student counts as not tested. Other - Raised or bold line rulers.
Maine	Math Tables/Number Line - Arithmetic tables are only allowed in the calculator-allowed session of the Mathematics test.
Maryland	Audio/Video Equipment - Audio tape or compact disk recording of test is permitted on all assessments as a standard accommodation with the exception of the Maryland Functional Reading Test (MFRT) and the Maryland School Assessment (MSA) in reading, grades 3 and 4, which assess student’s ability to decode printed language. Students in those grades receiving this accommodation on the assessment will receive a score based on standards 2 and 3 (comprehension of informational and literary reading material) but will not receive a score for standard 1, general reading processes.
Massachusetts	Calculator - Considered a non-standard accommodation if used on the mathematics test. Manipulatives - Considered a nonstandard accommodation if used on the non-calculator portion of the mathematics test. Dictionary/Glossary - English language dictionaries are permitted for use by all students on the English Language Arts (ELA) Composition only. No students are permitted to use a dictionary on any other Massachusetts Comprehensive Assessment System (MCAS) test. Thesaurus - The use of a thesaurus is not permitted on any test, including the English language Arts (ELA) Composition.
Michigan	Calculator - Use of a calculator/talking calculator on the non-calculator sections of the mathematics assessment is considered a nonstandard accommodation. Use of a calculator/talking calculator is permitted on the science and social studies assessments as well as on the ‘calculator permitted’ sections of the mathematics assessment. Use of nonstandard accommodations may also adversely affect a student’s eligibility to earn a MI Merit Award scholarship; in addition, students who use nonstandard assessment accommodations will not count as being assessed for the calculation of the NCLB participation rates for both the school and district. Audio/Video Equipment - Audio version (compact disc or audiotape) of the assessment (mathematics, science, and social studies). There is no audio version of the writing or reading portions of the English Language Arts assessment. Math Tables/Number Line - Arithmetic tables are considered non-standard. Dictionary/Glossary - Dictionary is considered a non-standard accommodation if used in grades 3-9. All students may use a dictionary on the writing portion of the Michigan Educational Assessment Program (MEAP) English Language Assessment (ELA) high school assessment. Other - Use of adapted rulers and protractors or Braille and large print rulers and protractors; Use of list of formulas as provided by the state; Use of closed circuit television; Use of actual coins and bills.
Minnesota	Calculator - Allowed except on non-calculator items. Templates - Markers are allowed for all students. Templates to reduce visual print are allowed for students with IEPs or 504 plans. Audio/Video Equipment - Mathematics script presented in English to student via CD.
Mississippi	Calculator - Use of a calculator on part I of the mathematics assessment for grades 7 and 8 is not considered an accommodation, as all students in those grades will use a calculator for that section of the test. It is a non-allowable accommodation if used at any other grade. The use of non-allowable accommodations results in test scores that are not an accurate measure of a student’s achievement and knowledge, such results are therefore considered invalid scores. These results will not be included in summary statistics or to report the performance of students with disabilities to the public; any student with an invalid score is considered not tested. Abacus - Only students who are visually impaired may use the abacus to solve mathematics problems. Dictionary/Glossary - Spelling dictionaries are allowed on the mathematics section but are considered a non-allowable accommodation if used on the language arts and reading sections. Other - The use of memory aids, fact charts, and/or resource sheets requires prior approval from the Office of Student Assessment.
Missouri	Other- Visual aids (e.g. bold-line felt-tip markers, filters, bold-lined paper, writing guides).
Montana	Calculator - Use of a calculator on non-calculator sections of the mathematics test is considered a non-standard accommodation. If used, the student’s score will automatically be reported in the novice performance category for that content area. Manipulatives - Use of manipulatives on non-calculator sections of the mathematics test is considered a non-standard accommodation. Math Tables/Number Line - Use of a number chart or arithmetic table on non-calculator sections of the mathematics test is considered a non-standard accommodation.
Nevada	Calculator - Allowed on Criterion-Referenced Test (CRT) or High School Proficiency Examination (HSPE) in Mathematics; considered a modification if used on the Iowa Test of Basic Skills/Iowa Tests of Educational Development (ITBS/ITED) math computation test or on part 2 of the ITBS/ITED math concepts and estimation test. Modifications affect the validity of test scores; students using modifications will be placed in the lowest achievement category for that test and will not be counted for participation.
New Hampshire	Calculator - Calculators are permitted only during Session 2 and Session 3 of the mathematics test at all grade levels (3 through 8). Using a calculator on Session 1 of the Mathematics Test is considered a modification. Use of an accommodation in the "Modifications (F)" section will invalidate the session(s) in which it was used and no credit will be given; all affected sessions using this modification are counted as incorrect. Abacus - Only for students with severe visual impairments or blindness.
New Jersey	Other - Braille ruler.
New Mexico	Calculator - Allowed in grades 8-9 and 11 of NM standards based assessment and on relevant sessions of New Mexico High School Competency Examination Test (NMHSCE). Use of calculators in grades 3-7 on standards based assessment or in prohibited sessions of NMHSCE is considered a prohibited modification. Assessments taken using a non-allowed modification will be invalidate; the student will be counted as a non-participant in the determination of the school’s participation rate and as a "no score" in the school’s performance results. Audio/Video Equipment - Tape recording of only the directions for the reading assessment is allowed. Tape recording of the directions/stimulus material/test items/answer choices on the writing/math/social studies/science tests is allowed but is a prohibited modification on reading. Closed circuit TV is allowed on all tests. Math Tables/Number Line - Use of arithmetic tables is considered a prohibited modification; assessments taken using a non-allowed modification will be invalidate.
New York	Calculator - Considered a modification (invalidates test score) if used on sections measuring calculation skills. Math Tables/Number Line - Mathematics tables are considered a modification (invalidates test score) if used on sections measuring calculation skills. Other - Adapted measuring devices such as scales, graduated cylinders, Braille/large print rulers, tactile measuring tools etc.; Grammar-check device.
North Carolina	Amplification Equipment - Use on the writing test may result in the student not receiving a conventions score. Calculator - Use on a calculator inactive portion of a mathematics test invalidates the results of that test. Assistive Technology - Devices that read aloud reading comprehension tests invalidate test results. Prediction software, electronic spellers, spell check and grammar check utilities invalidate the results of the writing assessment.
North Dakota	Calculator - Calculators may not be used in part 1 of the mathematics test for grades 4, 5, 6, 7, 8, and 11, but may be used in the remaining tests. Not allowed in any part of the grade 3 North Dakota State Assessment (NDSA).
Ohio	Calculator - Not allowed on reading passages/selections. Audio/Video Equipment - Allowed for standardized read-aloud accommodation but not on reading test passages/selections. Abacus - Not allowed on reading passages/selections. Dictionary/Glossary - Dictionaries are not allowed on reading and writing tests, but are allowed on mathematics, social studies, and science tests. Thesaurus - Thesauri are not allowed on reading and writing tests, but are allowed on mathematics, social studies, and science tests. Other - Reading guides; Weighted lap object or vest, bead cushion, or vibrating pillow.
Oregon	Dictionary/Glossary - Use of math content dictionary for the math assessment only is a modification. Modifications change the content and/or performance standards of what is being measured by the test. Use of a dictionary is considered a modification on the knowledge and skills tests. Handbooks and locally developed handouts which go beyond word definitions, usage, or spelling guides are considered modifications on the writing test. Thesaurus - Use of a thesaurus (English, other language, or combination language) is considered a modification on the knowledge and skills tests. Other - Correction fluid ("white-out"; correction tape); Electronic language translation devices used to translate into languages not provided by the state is considered a modification. Modifications change the content and/or performance standards of what is being measured by the test; Commercially, or locally published materials that only include word definitions, and spelling list (with or without spelling rules) and that do not incorporate instructional or learning strategies for guidance in the writing process. Including a contractions list (in Braille, English, or other languages) that provides a spelling of the contracted symbol(s), not definitions. The abbreviations or contractions in one language would be spelled out in the same language.
Pennsylvania	Calculator - Not permitted in the non-calculator section of the Mathematics test.
Rhode Island	Calculator - Using a calculator on session 1 of the math test is considered a modification and invalidates the session it was used in and no credit will be given. Abacus - For students with severe visual impairments or blindness (Mathematics-all sessions). If used by a student without a visual impairment on session 1 of the math test, it is considered a modification. Manipulatives - Using manipulatives on session 1 of the math test is considered a modification. Assistive Technology -Student dictates constructed responses using assistive technology (reading and math only).
South Carolina	Calculator - Considered a modification with implications for scoring on the Palmetto Achievement Challenge Tests (PACT). Allowed for all students without implications for scoring on the math section of the High School Assessment Program (HSAP), the Algebra I/Math for the Technologies 2 and Physical Science end-of-course exams. Manipulatives - Certain manipulatives may be used as an accommodation depending on the subject area and the purpose of the tactile device. Generally, if the manipulative is used for counting, it is considered an accommodation. Math Tables/Number Line - If the student creates his or her own number line or the TA gives the student a blank number line, this is an accommodation. If the TA gives the student a completed number line, it is a modification with implications for scoring. Dictionary/Glossary - All students may use a dictionary on the extended-response portion of the English language arts test of the HSAP. Thesaurus - All students may use a thesaurus during the extended-response portion of the English language arts test of the HSAP.
South Dakota	Calculator - Allowed on math problem solving grades 4-8, math grade 11, and science grades 8 and 11. Any four-function, scientific, or graphing calculator is allowed. Students with an IEP or 504 Plan may use a talking calculator on the math and science tests. Abacus - For visually impaired students. Assistive Technology - Assistive technology for reading test items aloud. Not allowed on reading comprehension passages.
Tennessee	Calculator - Allowed for all students on Achievement and End-of-Course (EOC)/Gateway (only in math and physical science) tests. Allowed on the Competency test only for students with an IEP or 504 Plan. Math Tables/Number Line - Mathematics Tables. Allowed for all students on Achievement and EOC/Gateway (only in math and physical science) tests. Allowed on the Competency test only for students with an IEP or 504 Plan. Dictionary/Glossary - Bilingual dictionary. Not allowed on the language arts, reading, spelling, word analysis nor vocabulary subtests of the achievement tests. Not allowed on the writing assessment, nor the English I or II subtests of the EOC/Gateway. Other - Pointers.
Texas	Calculator - Districts must provide each student with a graphing calculator for use during the entire administration of the grade 9, grade 10, and exit level math tests. And the State-Developed Alternative Assessment (SDAA) Instructional Levels 9 and 10 math, and Texas Assessment of Knowledge and Skills (TAKS-I) Exit Level math and grade 10 and Exit Level science. Allowed for students with an IEP, on SDAA II Instructional Levels K-8 math. Templates - Student may use a blank place marker with the test and the answer document. Students with a permanent or temporary disability may record responses on graph paper. Manipulatives - Allowed for the math sections of the SDAA II for all instructional levels and the TAKS-I Exit Level. Math Tables/Number Line - Mathematics charts allowed on the SDAA II at all instructional levels and the TAKS-I Exit Level. Dictionary/Glossary - English-language dictionaries must be provided to students for the written composition portion of the TAKS grade 7 writing test, the entire grade 9 reading test, and the written composition and reading portions of the grade 10 and exit level English language arts tests. English-language dictionaries must also be provided for students with an IEP on the written composition portion of the SDAA II Instructional Levels 5, 6/7, and 8/9; the SDAA II Instructional Level 9 reading test; the reading and written composition portions of the SDAA II Instructional Level 10 ELA test, and the TAKS-I Exit Level ELA test. English as a second language (ESL) dictionary, which uses simple English and picture to define words. Allowed only on the TAKS-I and SDAA II for ELL students with disabilities. Bilingual glossary is allowed for ELLs with disabilities in grades 4-11. Allowed only on the LAT in math. Thesaurus - Thesauri must be provided for the written composition portion of the SDAA II Instructional Levels 5, 6/7, and 8/9; the SDAA II Instructional Level 9 reading test; the reading and written composition portions of the SDAA II Instructional Level 10 ELA test, and the TAKS-I Exit Level ELA test.
Utah	Calculator - On the Criterion-Referenced Test (CRT), calculators may be used on the following math subtests: grade 3 section 2, grade 4 section 2, grade 5 section 2, grade 6 sections 1 and 2, grade 7 sections 1-3. On the Iowa tests of Basic Skills (ITBS); calculators may be used on part 1 of the math test in grades 3, 5, and 8. Any calculator equivalent to a TI 86 or below or any calculator accepted on the SAT or ACT may be used on the Utah Basic Skills Competency Test (UBSCT) math assessment (non-calculator section). Calculators may not be used on the grade 11 computation test of the ITED. Assistive Technology - Screen readers are not allowed on the language arts subtest of the UBSCT, nor on the Utah Academic Language Proficiency Assessment (UALPA), nor on the reading and vocabulary subtests of the Iowa Tests. Passages, questions, and options on the CRT secondary language arts test may not be converted to speech. Math and science passages, questions and options on the CRT may be converted to speech.
Vermont	Calculator - Using a calculator on session 1 of the math test is considered a modification and invalidates the session it was used in and no credit will be given. Abacus - For students with severe visual impairment or blindness. Use of an abacus on session 1 of the math test for students without severe visual impairment or blindness is considered a modification and invalidates the session it was used in and no credit will be given. Manipulatives - Using manipulatives on session 1 of the math test is considered a modification and invalidates the session it was used in and no credit will be given. Assistive Technology - Student dictates constructed responses using assistive technology (reading and math only).
Virginia	Calculator - Allowed on the grade 3 mathematics test and on the computation section of the grades 4, 5, 6, and 7 mathematics test (calculators are not routinely supplied to all students). Use of calculator with additional functions to those routinely supplied to all students. Audio/Video Equipment - Audio-tape version of test items. Allowed for all students with an IEP or 504 Plan on the math, science, history/social science, and writing assessments. Only allowed on the reading test for students with a visual impairment, including blindness, and those students with a specific disability that severely limits or prevents them from decoding text at any level of difficulty. If the audio accommodation is used on the reading test for students with disabilities who have not been determined as eligible by the school division according to the criteria stated above, it will be considered a non-standard accommodation. Assistive Technology - Word prediction/selection software is allowed on the writing prompt component of the Standards of Learning (SOL) writing assessments only. Math Tables/Number Line - Arithmetic tables are allowed only if test allows calculator. Allowed on grade 3 mathematics test and on the computation section of the grades 4, 5, 6, and 7 mathematics tests.
Washington	Calculator - Use calculators only as specifically permitted in test directions. Other - Provide special auditory supports; Easel; Arm or stabilizer guide.
West Virginia	Calculator - Calculators may be used on all sessions of the mathematics and science tests except session 1, part 1, of the mathematics test. Visual Organizers - Have a piece of heavy paper to cover items on the student page when the student page is used to answer multiple items, only on the Alternate Performance Task Assessment (APTA). Assistive Technology - Assistive technology routinely used for classroom instruction may be used for administration of the APTA. Math Tables/Number Line - Arithmetic tables allowed for all students taking the APTA. Dictionary/Glossary - Use an electronic translator or sign-dictionary to respond. Use an electronic translator or bilingual dictionary to present directions, stimulus material, questions and/or answer choices verbatim for the math, science, social studies, and both writing assessments. May only be used to present directions for the reading/language arts test. Other - Line guide; Slate.
Wisconsin	Calculator - Not allowed on sections measuring computation skills.
Wyoming	Calculator - Calculators are allowable in certain sections of the mathematics subtest for all students. Other - Use of a computer monitor screen cover.
Guam	Calculator - Allowed except when numeric calculations are being assessed.
Marshall Islands	Calculator - Using a calculator on a mathematics test that is designed to be a measure of mental computation may have the potential to invalidate a test score. Allowed on all other tests.
Micronesia	Calculator - Calculator for mathematics. Using a calculator on a mathematics test that is designed to be a measure of mental computation may have the potential to invalidate test scores.
Palau	Calculator - Using a calculator on a math test that is designed to be a measure of mental computation may have the potential to invalidate a test score.
Puerto Rico	Other - Grabadora [recorder]; Libros en cassette [book on tape]; Libros grabados [recorded books]; Video cinta y video descriptivo [video tapes and descriptive video].

Table B.22: Response Accommodations

State	Proctor/ Scribe	Computer or Machine	Write in Test Booklets	Tape Recorder	Commun-ication Device	Spell Checker/ Assist-ance	Brailler	Sign Responses to Sign Language Interpreter	Pointing	Speech/ Text Device	Monitor Placement of Student Responses
Regular States
Alabama	AI/AC*	AC*	AI/AC*		AI/AC*	P		AI/AC*	AI/AC*
Alaska^	A	A	A	A		AC*	A	A	A	AC*	A
Arizona	AI/AC*		A		A		A
Arkansas	A		A		A		A	A	A
California^	AI*	AI/AC*	A	AI*	AC*	AI*		AI*		AI*
Colorado^	A	A*			A*	AC*	A*	A	A
Connecticut	AC*	AC*	AC*				A	AC*		AC*
Delaware^	A	A	A	A		A	A	A		A
Florida	A	A	A	A	A		A	A	A	AC*	A
Georgia^	AC*	AC/UA*	AC*		AC/UA*		AC/UA*		AC/UA*
Hawaii
Idaho	A	AC*	A		A	AC*	A	A	A
Illinois	A	A	A
Indiana^	A	A			A		A	A
Iowa	A	A	A	A		A	A			A
Kansas^	A	A	A	A	A	A	A	A	A	AC*	A
Kentucky	A	A			A		A			A
Louisiana	A	A	A	A	A		A			A
Maine	AC*	A*			AC*		A			AC*
Maryland	A	A	A	A		AC*	A			AI/AC*	A
Massachusetts	AC/UA*	A	A			AC/UA*				AC/UA*	A
Michigan	A	A	A	AC	A		A	AI/AC*	A	AI/AC*
Minnesota	A		A	A			A		A	A
Mississippi^	A	A	A	A	A		A
Missouri	A	A		A	A		A	A	A
Montana	A	A	A							AI/AC*
Nebraska	A	A	A	A		A	A		A	A
Nevada^	AI/AC*	A*	A			AI/AC*	A
New Hampshire^	AC	A					A
New Jersey	A	A	A		A		A	A	A
New Mexico	A	A	A	A	AI/AC*	AI/AC*	A	A	AC	A
New York	A	A	A	A		AI/AC*	A	A		A
North Carolina	AI/AC*		A	AI/AC*		AI/AC*	A	A	A
North Dakota	A	A			A	A	A	A	A	A
Ohio	A	A*	A			AC*	A		A
Oklahoma	A	A					A	A
Oregon^	AI/AC*	AI/AC*	A	A		A*	A	AI/AC*	A	AI/AC*
Pennsylvania	AC*	A	A	AC*	A*		A		AC
Rhode Island^	AC*	AC					A		A
South Carolina^	A	AI/AC*	A	A	A	AC*	A		A
South Dakota	A		A	A			A	A
Tennessee	AC*		AC*	A	A					A
Texas^	A	A	A	A
Utah	A	AC*	A	A			A			AC*
Vermont^	AC*	AC					A		A
Virginia^	AC*	AC*	A	AC*	AC*	A	A*		A
Washington	A	A	A		A		A	A	A	A
West Virginia	A	AC	A		AC*		A		AC*	A
Wisconsin	A	A*	A	AC*	A	AC*	A	A		AC*
Wyoming	A	A*	A	AC*	A		A		A	AC*	A
Total	A: 33 AC: 9 AI: 1 AI/AC: 5 AC/UA: 1	A: 31 AC: 8 AI/AC: 3 AC/UA: 1	A: 35 AC: 3 AI/AC: 1	A: 19 AC: 5 AI: 1 AI/AC: 1	A: 20 AC: 4 AI/AC: 2 AC/UA: 1	A: 7 AC: 7 AI: 1 AI/AC: 4 AC/UA: 1 P: 1	A: 41 AC/UA: 1	A: 18 AC: 1 AI: 1 AI/AC: 3	A: 21 AC: 3 AI/AC: 1 AC/UA: 1	A: 12 AC: 8 AI: 1 AI/AC: 4 AC/UA: 1	A: 6
Unique States
American Samoa^	A	A	A	A	A	A	A	A	A
Bureau of Indian Education
District of Columbia	A*	A	A*	A*					A*
Guam	AC*					AC*				A
Marshall Islands	A	A	A	A	A	AI/AC*		A	A		A
Micronesia	A	A	A	A	A	AI*		A	A		A
Northern Mariana Islands^	A
Palau	A	A	A	A	A	AI/AC*		A	A		A
Puerto Rico^	A	A	A			A	A			A	A
U.S. Virgin Islands
Total	A: 7 AC: 1	A: 6	A: 6	A: 5	A: 4	A: 2 AC: 1 AI: 1 AI/AC: 2	A: 2	A: 4	A: 5	A: 2	A: 4

* See Table B.23 for specifications of response accommodations.

^ See Table B.23 for descriptions of other accommodations.

Table B.23: Specifications and Descriptions of "Certain Circumstances," "Implications for Scoring," "Unique Aggregated," and "Other" Response Accommodations

Alabama	Proctor/Scribe - If used on Stanford 10, report will indicate non-standard administration and only raw scores are reported. Allowed without restriction on Alabama High School Graduation Exam (AHSGE), Alabama Science Assignment (ASA), alternate assessment, and ACCESS for ELLs. Computer or Machine - Spelling checker, grammar checker, and dictionary programs prohibited. Allowed on ADAW, AHSGE, and alternate assessment. Write in Test Booklets - Report will indicate non-standard administration if used on Stanford 10 and only raw scores will be reported. SDE approval is required for use on the Stanford 10 and ASA. Allowed without restrictions on ARMT, AHSGE, and ACCESS only for ELLs with disabilities. Communication Device - If used on Stanford 10, report will indicate non-standard administration and only raw scores will be reported. Allowed without restriction on ASA, alternate assessment, and ACCESS for ELLs. Sign Responses to Sign Language Interpreter - If used on Stanford 10, report will indicate non-standard administration and only raw scores will be reported. Allowed without restriction on ASA, alternate assessment, and ACCESS for ELLs. Pointing - If used on Stanford 10, report will indicate non-standard administration and only raw scores will be reported. Allowed without restriction on ASA, alternate assessment, and ACCESS for ELLs.
Alaska	Spell Checker/Assistance - Allowed only in the Modified High School Graduation Qualifying Examination (HSGQE). Use of this modification in a regular assessment would render the assessment invalid. Speech/Text Device - The use of voice recognition software is allowed only in the Modified HSGQE. Use of this modification in a regular assessment would render the assessment invalid Other - Providing students with additional room for writing response; Math or writing commercially published resource guides are allowed only in the Modified HSGQE.
Arizona	Proctor/Scribe - Use with multiple choice responses on all tests is allowed without restrictions. Recording or dictating to a scribe on the Writing test is considered an alternate accommodation and is only available to students with an IEP. Use of this accommodation results in scores that are considered invalid for comparison and accountability purposes, results will not be included in aggregate results at the school, district and state level and students will not count as having tested for AYP purposes.
California	Proctor/Scribe - Considered an accommodation if the student provides all spelling, grammar, and language conventions details. If scribe provides spelling, grammar, and language conventions, it is considered a modification. Modifications fundamentally alter what the exam measures or affect the comparability of exam scores. Computer or Machine - The use of word processing software to provide responses is considered an accommodation if the student provides all spelling, grammar, and language convention details. If the word processing software provides spelling, grammar, and language conventions, it is considered a modification. Tape Recorder - The use of a tape recorder to provide responses is considered an accommodation if the student provides all spelling, grammar, and language convention details. If spelling, grammar, and language conventions are provided for the student, it is considered a modification. Communication Device - Available only on the California Alternate Performance Assessment (CAPA). Spell Checker/Assistance - Spelling, grammar, and language conventions are considered modifications. Sign Responses to Sign Language Interpreter - Considered an accommodation if the student provides all spelling, grammar, and language convention details. If spelling, grammar, and language conventions are provided for the student, it is considered a modification. Speech/Text Device - The use of a speech-to-text converter to provide responses is considered an accommodation if the student provides all spelling, grammar, and language convention details. If the speech-to-text converter provides spelling, grammar, and language conventions, it is considered a modification. Other - Allow nonverbal students to respond with gestures, movements, or vocalization in place of speech. When appropriate, accept eye gaze as a way of indicating a response; available only on the CAPA.
Colorado	Computer or Machine - Spell-checking and grammar-checking capabilities must be disabled during the writing assessment. Communication Device - Spell-checking and grammar-checking capabilities must be disabled during the writing assessment. Spell Checker/Assistance - Spelling words to students is allowed except on the writing assessment where spelling will be part of the content/skill scored. Brailler - Spell-checking and grammar-checking capabilities must be disabled during the writing assessment. Other - Scribed translation is not allowed on writing Colorado Student Assessment Program (CSAP) or on escritura.
Connecticut	Proctor/Scribe - School personnel may bubble student verbal responses to multiple-choice or griddable items only. Not allowed on the direct assessment of writing subtest of the Connecticut Master Test (CMT) or on the reading for information or interdisciplinary writing subtests of the Connecticut Academic Performance Testing (CAPT). Computer or Machine - Word processor is allowed (without using a spell-check or grammar-check function) on all tests except for the editing and revising subtests of the CMT and CAPT. Write in Test Booklets - Students may make notes in the margins of their test booklets, however, circling answers in the test booklet is allowed on multiple choice items only. On the CMT, this is allowed only on the math, science, degrees of reading power, reading comprehension, and editing and revising subtests. On the CAPT, this is allowed only on the science, reading for information, and editing and revising subtests. Sign Responses to Sign Language Interpreter - Sign language to multiple-choice or griddable responses only. Not allowed on the direct assessment of writing subtest of the CMT nor on the reading for information or interdisciplinary writing subtests of the CAPT. Speech/Text Device - Voice recognition software (e.g. Dragon Dictate). Computer screen readers are allowed only on the math, science, and editing and revising items on the CMT. Computer screen readers are allowed only on the math, science and editing and revising items, and on the interdisciplinary writing passages on the CAPT.
Delaware	Other - For written responses, deaf student records a videotape as an organizational or pre-writing tool; Responses can be recorded by video taping; Student responds to the test by writing responses in Spanish. Only allowed for writing the first draft of the writing test.
Florida	Speech/Text Device - Text-to-speech technology to communicate directions and test items are allowed for all tests, reading passages and items. Students may use speech-to-text technology to indicate answers, the spell check and grammar check must be inactive.
Georgia	Proctor/Scribe - Not allowed for ACCESS for ELLs Speaking, allowed on all other tests. Computer or Machine - Word processor with all grammar and spell check devices disabled is considered non-standard on the Norm-Referenced Testing (NRT); considered standard on all other tests. Write in Test Booklets - Not allowed for ACCESS Speaking. Communication Device - Other communication device with grammar and spell check turned off is considered a non-standard accommodation on the NRT and a standard accommodation on all other tests. Nonstandard accommodations may alter what the test measures and test results for a student provided nonstandard accommodations must be interpreted in light of the nonstandard accommodations. Brailler - Considered non-standard on the NRT. Grammar and Spell check devices must be disabled. Pointing - Considered non-standard on the NRT. Not allowed for ACCESS Speaking. Other - Verbal response in English only is considered non-standard on NRT. Nonstandard accommodations may alter what the test measures and test results for a student provided nonstandard accommodations must be interpreted in light of the nonstandard accommodations. Not allowed for ACCESS Writing.
Idaho	Computer or Machine - Spell checker is not allowed if spelling is being tested. Spell Checker/Assistance - Not allowed if spelling is being tested. This excludes mechanics on written composition.
Indiana	Other - Student is allowed to circle the answers to questions rather than "bubble" them; Student uses an answer sheet which has been enlarged.
Kansas	Speech/Text Device - Screen readers are allowed on mathematics, science, social studies, and reading questions only. Other - Student uses slate and stylus to respond.
Maine	Proctor/Scribe - Not allowed for the writing session. Computer or Machine - When used for the Writing session, spell check, grammar check, and word prediction programs should be turned off. Communication Device - Technology may not be used to read the reading passages for the student. Speech/Text Device - May not be used for the writing session.
Maryland	Spell Checker/Assistance - Spelling and grammar devices are permitted to be used on all tests but the English High School Assessment. Speech/Text Device - Screen reader (e.g. Kurzweil 3000) for verbatim reading of entire test. Use of this accommodation is permitted on all assessments as a standard accommodation with the exception of the Maryland Functional Reading Test (MFRT) and the Maryland School Assessment (MSA) in reading, grades 3 and 4. Students in those grades receiving this accommodation on the assessment will receive a score based on standards 2 and 3 (comprehension of informational and literary reading material) but will not receive a score for standard 1, general reading processes. Also allowed are: speech-to-text conversion or voice recognition devices.
Massachusetts	Proctor/Scribe - Considered non-standard if used on the English Language Arts (ELA) composition test. Spell Checker/Assistance - Use of a spell- or grammar-checking function or word-prediction software for the ELA composition test is considered a nonstandard accommodation. Speech/Text Device - Student may use an electronic text reader for the ELA composition writing prompt, or the mathematics and/or science and technology/engineering tests. Use of an electronic text reader on the ELA reading comprehension test is considered a non-standard accommodation. Student may use a speech-to-text conversion device to record responses on all tests except for ELA composition.
Michigan	Sign Responses to Sign Language Interpreter - Considered non-standard if used on the English language arts test. Use of nonstandard accommodations may adversely affect a student’s eligibility to earn a MI Merit Award scholarship; in addition, students who use nonstandard assessment accommodations will not count as being assessed for the calculation of the NCLB participation rates for both the school and district. Speech/Text Device - Use of a screen reader for the English language arts reading assessment is considered a non-standard accommodation.
Mississippi	Other - Providing copying assistance between drafts.
Montana	Speech/Text Device - Using text-reader software on the reading test is considered a non-standard accommodation. If used on the reading test, the student’s score will automatically be reported in the novice performance category for that content area.
Nevada	Proctor/Scribe - Dictating responses to multiple choice and constructed response items is allowed on all tests except the High School Proficiency Examination (HSPE) in writing, and the 5th and 8th grade examinations in writing when it is considered a modification. Modifications affect the validity of test scores; students using modifications will be placed in the lowest achievement category for that test and will not be counted for participation. Computer or Machine - The use of spelling, grammar, or hyphenation checks is not permitted on the writing assessment. Spell Checker/Assistance - Use of an electronic spell check on a writing assessment is considered a modification. Other-Student records responses (multiple-choice or constructed) on a separate sheet of paper.
New Hampshire	Other - Student hand writes responses on separate paper.
New Mexico	Communication Device - Use of communication devices to read stimulus material, test items, and/or answer choices is allowed in writing/math/science/social studies but is a prohibited modification in reading unless used for responses only. Assessments taken using a non-allowed modification will be invalidate; the student will be counted as a non-participant in the determination of the school’s participation rate and as a "no score" in the school’s performance results. Spell Checker/Assistance - Spelling words to students who request it, with the exception of the writing assessment where points are earned for spelling. Use of a spell checker on the writing test is considered a prohibited modification.
New York	Spell Checker/Assistance - Considered a modification (invalidates test score) if used on tests measuring writing skills.
North Carolina	Proctor/Scribe - Use of dictation to a scribe on the state writing assessment invalidates the conventions score of the writing assessment. Tape Recorder - Use audiotapes to record responses. When used on the writing test, it must be transcribed by the student or the student will receive an invalid conventions score. Spell Checker/Assistance - Use of electronic spellers or spell check on the state writing assessment invalidates the results of that test.
Ohio	Computer or Machine - Spell check, thesaurus, and grammar check must be turned off for writing test items where these skills are directly assessed. Spell Checker/Assistance - Not allowed on writing tests.
Oregon	Proctor/Scribe - Dictating writing sample and edits to a scribe is considered a modification on the writing test. Modifications change the content and/or performance standards of what is being measured by the test. Computer or Machine - For writing and English Language Proficiency Assessment (ELPA) tests: must turn off formatting, spell check, grammar check, and word prediction. If these functions are not turned off, it is considered a modification. Modifications change the content and/or performance standards of what is being measured by the test. Spell Checker/Assistance - If the student initiates the process of checking spelling at an individual word level, an electronic spell check is allowed. Technology that automatically identifies errors for the student is not allowed. Sign Responses to Sign Language Interpreter - Student responds in sign language on the writing assessment is considered a modification. Speech/Text Device - Considered a modification on the reading/literature test. Other - Peer editing or response groups during the writing process is considered a modification. Modifications change the content and/or performance standards of what is being measured by the test; Assistance with grammar on the writing test is considered a modification. Students who require increased spacing, wider lines or margins should have additional room beyond what is in the writing folder to complete their response; Verbally coaching the student through the writing process at any step is considered a modification; Responding to the writing prompts in a language other than English is considered a modification.
Pennsylvania	Proctor/Scribe - Not allowed on the writing prompt. Tape Recorder - Directions via audiotape or CD on the math assessment is allowed for all students. Not allowed on the reading assessment or the multiple-choice and passages section of the writing assessment. Communication Device - Spelling/grammar checkers and word prediction functions must be turned off for the writing Pennsylvania System of Student Assessment (PSSA).
Rhode Island	Proctor/Scribe - Student indicates response to multiple-choice items is allowed for all tests. Student dictates constructed responses to school personnel is allowed for reading and math only. Scribing the writing test, only for students for whom it is impossible to produce a written document (e.g. a student with a recent or short-term physical injury). Other - Student hand writes responses on separate paper.
South Carolina	Computer or Machine - Type responses using a typewriter or computer is an accommodation. As a modification with implications for scoring, students may use word processors with voice-activated processors with spell check, grammar-check, and word prediction programs on the extended response section of "Time to Write". Spell Checker/Assistance - Only allowed on the extended-response portion of the English language arts test. Other-Non-verbal indication of answer choices for multiple-choice items; Alternative scoring for the extended response section of "Time to Write".
Tennessee	Proctor/Scribe - On the writing assessment, only available to students with an IEP, 504 Plan, or temporary disability (e.g., broken dominant arm). Available to all students on other assessments. Write in Test Booklets - On the writing assessment, only available to students with an IEP or 504 Plan. Available to all students on other assessments. Record answers on a separate piece of paper. On the writing assessment, only available to students with an IEP or 504 Plan. Available to all students on other assessments.
Texas	Other - Student may record responses on a dry-erase board, chalkboard, or scratch paper.
Utah	Computer or Machine - Allowed only on writing Direct Writing Assessment (DWA) and Utah Basic Skills Competency Test (UBSCT), language arts Criterion-Referenced Test (CRT) and UBSCT, and the Utah Academic Language Proficiency Assessment (UALPA). Grammar check and spell check must be turned off. Speech/Text Device - Allowed on all tests but the Iowa Tests.
Vermont	Proctor/Scribe - Student indicates response to multiple-choice items is allowed on all tests. Student dictates constructed responses to school personnel is allowed on reading and math tests only. Scribing the writing test, only for students for whom it is impossible to produce a written document (e.g. a student with a recent or short-term physical injury). Other - Student hand writes responses on separate paper.
Virginia	Proctor/Scribe - Student responds verbally, or indicates an answer and Examiner/Proctor marks answer document is allowed on all tests. Dictation to a scribe is allowed on the direct writing component of the English test only. Computer or Machine - Word processor, typewriter. For students who are blind or have visual impairments and who do not read Braille, as well as students who have an orthopedic impairment, a specific learning disability or other disability that interferes with the composing process. For the direct-writing assessment of the Standards of Learning (SOL) English tests only. Tape Recorder - Only for pre-writing activity to tape response for the direct writing component of the English test. Communication Device - For students who are blind or have visual impairments and who do not read Braille, as well as students who have an orthopedic impairment, a specific learning disability or other disability that interferes with the composing process. For the direct-writing assessment of the SOL English tests only. Brailler - Blind and low-vision students may use a Braille writer to respond to the writing prompt/direct-writing component of the English test or record responses to multiple-choice questions on the SOL test. Other - Enlarging the answer document.
West Virginia	Communication Device - Available for all students taking the Alternate Performance task Assessment (APTA). Pointing - Allowed for all students on the APTA.
Wisconsin	Computer or Machine - If spelling is part of the student’s score (e.g., the Writing prompt), the computer’s spell check function should be turned off. Tape Recorder - Not allowed on the Writing test. Spell Checker/Assistance - Provide spelling assistance, where appropriate. Not allowed on language arts or writing tests. Speech/Text Device - Not allowed on reading tests.
Wyoming	Computer or Machine - A student types responses on a word processor. Spelling and grammar devices must be disabled during writing subtest. Spelling, and grammar devices do not need to be disabled during the reading, mathematics, or science subtests. Use of a dictionary under the tools menu is allowable on the writing subtest. Tape Recorder - Student uses a tape recorder to record test responses rather than writing on a paper during the reading, mathematics, or science subtests. Speech/Text Device - Student uses text to speech software in writing, math and science subtests. Student uses speech-to-text conversion or voice recognition during the reading, mathematics, and science subtests.
American Samoa	Other - Increase size of answer bubbles; Copy assistance between drafts.
District of Columbia	Proctor/Scribe - Oral response to questions and student dictates to examiner responses to constructed-response items for later verbatim transcription are both considered accommodations for non-standard conditions. Write in Test Booklets - Considered an accommodation for nonstandard conditions. Tape Recorder - Student responds to constructed-response items on audio tape for later verbatim transcription, considered an accommodation for non-standard conditions. Pointing - Considered an accommodation for non-standard conditions.
Guam	Proctor/Scribe - Not allowed on writing skills. Spell Checker/Assistance - Not allowed when spelling or grammar is being assessed.
Marshall Islands	Spell Checker/Assistance - Allowed on sections that do not score the correctness of spelling. Using spelling tools on writing or language arts tests that score the correctness of spelling may have the potential to invalidate a test score.
Micronesia	Spell Checker/Assistance - Using spelling tools on writing or language arts test that score the correctness of spelling may have the potential to invalidate a test score.
Northern Mariana Islands	Other - Alternate recording methods.
Palau	Spell Checker/Assistance - Using spelling tools on writing or language arts test that score the correctness of spelling has the potential to invalidate a test score.
Puerto Rico	Other - Anatodores [notetaker]

Table B.24: Scheduling/Timing Accommodations

State	Extended Time	With Breaks	Multiple Sessions	Time Beneficial to Student	Over Multiple Days	Flexible Scheduling
Regular States
Alabama^	AC	AC*	AC*	A		AC*
Alaska	A	A		A	A
Arizona	A	A	A
Arkansas	A	A		A
California	AC*	A		A	A
Colorado	A	A	A	A		AC*
Connecticut	A	A	A	A
Delaware		A	A		A
Florida	A	A	A	A	A
Georgia	AC/UA*	AC/UA*		A	AC*	A
Hawaii
Idaho	A	A	A	A	A	A
Illinois	A	A
Indiana	A	A	A	A
Iowa	A	A				A
Kansas	A	A	A	A		A
Kentucky	A
Louisiana	A	A	A	A
Maine	A	A	A	A	A	A
Maryland	A	A	A	A*	A*	A
Massachusetts		A		A	P
Michigan^	A	A		A		A*
Minnesota^	AC*			A
Mississippi^	A	A	A	A	A
Missouri	AI/AC*	A	A
Montana	A	A	A	A		A
Nebraska	A	A		A	A
Nevada	AC*	A		A
New Hampshire	A	A		A
New Jersey^	A	A			A
New Mexico		A		A		AC*
New York	A	A	A		A
North Carolina	A	A	A		A
North Dakota
Ohio	A	A		A	P
Oklahoma		A	A	A		A
Oregon^	A	A	A	A
Pennsylvania	A	A	A		A
Rhode Island	A	A		A
South Carolina		A	A	A	A
South Dakota		A	A	A
Tennessee^	A	A	A	A
Texas					AC*
Utah	A	A		A
Vermont	A	A		A
Virginia		A	A	A	A	A
Washington	A	A		A	A
West Virginia	A	A		AC*	AC*	A
Wisconsin	A	A			A
Wyoming	A	A		A	A	A
Total	A: 34 AC: 4 AI/AC: 1 AC/UA: 1	A: 43 AC: 1 AC/UA: 1	A: 23 AC: 1	A: 35 AC: 1	A: 18 AC: 3 P: 2	A: 12 AC: 3
Unique States
American Samoa^	A	A	A		A	A
Bureau of Indian Education
District of Columbia	A*	A*		A	A	A
Guam	A	A	A	A
Marshall Islands	A	A	A		A
Micronesia	A	A			A
Northern Mariana Islands^
Palau	A	A			A
Puerto Rico	A	A	A		A
U.S. Virgin Islands
Total	A: 7	A: 7	A: 4	A: 2	A: 6	A: 2

* See Table B.25 for specifications of scheduling and timing accommodations.

^ See Table B.25 for descriptions of other scheduling and timing accommodations.

Table B.25: Specifications and Descriptions of "Certain Circumstances," "Implications for Scoring," "Unique Aggregated," and "Other" Scheduling/Timing Accommodations

Alabama	With Breaks - Must be between subtests. Allowed on Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Stanford 10, Alabama Reading and Math Test (ARMT), Alabama High School Graduation Exam (AHSGE), alternate assessment, and ACCESS for ELLs. Not allowed on Alabama Direct Assessment of Writing (ADAW). Rest break increased to ____ minutes is allowed on Alabama Science Assessment (ASA). Multiple Sessions - Allowed on DIBELS, Stanford 10, ARMT, AHSGE, alternate assessment, and ACCESS for ELLs. Not allowed on ADAW. Flexible Scheduling - Allowed on DIBELS, Stanford 10, ARMT, and ACCESS for ELLs. Other - Continue until, in the administrator’s judgment, the student can no longer sustain the activity.
California	Extended Time - All students may use on the California Standards Tests (CST), California High School Exit Exam (CAHSEE), California English Language Development Test (CELDT), and Physical Fitness tests. Only students with IEPs or 504 plans may use on California Achievement Tests (CAT/6) and Aprenda 3.
Colorado	Flexible Scheduling - In the writing assessment, the drafting of the extended response in grades 4-10 must be completed before the editing session, and the two sessions must occur within the same week.
Georgia	Extended Time - Considered non-standard on the Norm-Referenced Testing (NRT). Nonstandard accommodations may alter what the test measures and test results for a student provided nonstandard accommodations must be interpreted in light of the nonstandard accommodations. Allowed on all other tests. With Breaks - Considered non-standard on the NRT, allowed on all other tests. Over Multiple Days - Allowed only on ACCESS for ELLs.
Maryland	Time Beneficial to Student - Allowed on all tests except high school assessments. Over Multiple Days - Allowed on all tests except high school assessments.
Michigan	Flexible Scheduling - Administer assessment sections in any order for mathematics, English language arts, science, and social studies. Other - Clock or method of informing students of remaining time.
Minnesota	Extended Time - Not applicable to Test of Emerging Academic English (TEAE), a timed test. Other - Individualized testing schedule.
Mississippi	Other - Continue until, in the test administrator’s judgment, the pupil can no longer continue the activity.
Missouri	Extended Time - Allowed on the Terra Nova survey. If used, the student score cannot be compared with scores generated under standard conditions.
Nevada	Extended Time - Not allowed on language subtests of the Criterion-Referenced Test (CRT) and High School Proficiency Examination (HSPE), or on the writing subtest of the Norm-Referenced Test (NRT).
New Jersey	Other - Terminating a section of the test when a student has indicated that he or she has completed all the items he or she can.
New Mexico	Flexible Scheduling - On the writing assessment, the drafting of the extended response in grades 4-9 and 11 must be completed before the editing task and the two sessions must occur within the same week.
Oregon	Other - Schedule assessment for an individual student outside the official testing window. This is considered a modification. Modifications change the content and/or performance standards of what is being measured by the test.
Tennessee	Other - An individual student may be administered fewer Achievement subtests during a given day than the recommended system schedule.
Texas	Over Multiple Days - Part of a bundle of accommodations only for students diagnosed with dyslexia or a severe reading disability. May only be used as a "bundled package with: read aloud questions and answers and orally reading all proper nouns associated with each passage before students began individual reading. Allowed on the Texas Assessment of Knowledge and Skills (TAKS) reading for grades 3-5.
West Virginia	Time Beneficial to Student - Determine the testing schedule that provides optimum testing conditions for individual students on the Alternate performance Task Assessment (APTA). Over Multiple Days - If either a medical or behavioral crisis precludes the student from completing the section within the school day, the student, once the crisis has passed, may complete the unfinished items on another day within the testing window. Only allowed for all students taking the APTA.
American Samoa	Other - Time of day.
District of Columbia	Extended Time - Considered an accommodation for non-standard conditions. With Breaks - Breaks between subtests are allowed without restrictions, breaks during subtests (lasting no longer than 3-5 minutes) is considered an accommodation for non-standard conditions.

Table B.26: Setting Accommodations

State	Individual	Small Group	Carrel	Separate Room	Seat Location/Prox-imity	Minimize Distra-ctions	Student’s Home	Special Ed. Class-room	Increase/ Decrease Opportunity for Movement	Hospital	Non-School Setting
Regular States
Alabama^	A	A	A		A		AC*	AC*
Alaska	A	A	A	A	A	A			A
Arizona	A	A	A	A	A
Arkansas	A	A	A		A
California	A	A	A	A		AC*	A			A
Colorado	A	A			A
Connecticut	A	A	A	A			A	A
Delaware^	A	A		A	A
Florida^	A	A	A	A		A	A		A	A
Georgia^	A	A	A	A	A		A	A		A
Hawaii
Idaho	A	A	A	A	A	A
Illinois	A	A		A
Indiana	A	A			A
Iowa			A	A
Kansas^	A		A	A	A	A
Kentucky				A
Louisiana	A	A
Maine	A	A	A	A		A	A		A	A
Maryland	A	A	A	A	A	A	A			A
Massachusetts	A	A	A	A	A
Michigan^	A	A		A	A	A	A	A	A	A
Minnesota	A	A
Mississippi^	A	A	A	A	A		AC*
Missouri^	A	A				A
Montana^	A	A	A	A	A		A
Nebraska	A	A	A	A	A	A
Nevada	A	A	A	A
New Hampshire	A	A	A	A	A	A					A
New Jersey	A	A	A	A	A		A	A		A
New Mexico	A	A	A		A
New York	A	A	A	A	A	A
North Carolina	A	A	A	A	A		A			A
North Dakota^	A	A	A		A	A	A		A	A
Ohio	A	A	A
Oklahoma	A	A	A	A				A
Oregon	A	A	A	A	A	A	AI*		A
Pennsylvania		A	A	A	A		A			A
Rhode Island	A	A	A	A	A	A					A
South Carolina	A	A		A	A	A
South Dakota	A	A	A	A	A	A	A			A
Tennessee	A	A	A	A	A		A				A
Texas	A	A
Utah	A	A	A	A	A	A	A			A
Vermont	A	A	A	A	A	A					A
Virginia	A	A	A		A	A	A			A	A
Washington^	A	A	A	A	A
West Virginia^	A	A		A		AC*
Wisconsin	A	A	A	A	A	A	A		A	A
Wyoming	A	A	A	A	A	A	A			A
Total	A: 46	A: 46	A: 37	A: 37	A: 34	A: 21 AC: 2	A: 18 AC: 2 AI: 1	A: 5 AC: 1	A: 7	A: 15	A: 5
Unique States
American Samoa	A	A	A	A		A
Bureau of Indian Education
District of Columbia	A	A	A		A	A
Guam	A	A	A	A	A
Marshall Islands	A	A	A	A	A		A			A
Micronesia^	A	A					A			A
Northern Mariana Islands^	A	A									A
Palau^	A	A	A		A		A			A	A
Puerto Rico^			A	A	A	A				A
U.S. Virgin Islands
Total	A: 7	A: 7	A: 6	A: 4	A: 5	A: 3	A: 3			A: 4	A:2

* See Table B.27 for specifications of setting accommodations.

^ See Table B.27 for descriptions of other setting accommodations.

Table B.27: Specifications and Descriptions of "Certain Circumstances," "Implications for Scoring," "Unique Aggregated," and "Other" Setting Accommodations

Alabama	Student’s Home - Homebound students only. Special Ed. Classroom - Not allowed on alternate assessment. Other - With teacher facing student.
California	Minimize Distractions - Available only on the California Alternate Performance Assessment (CAPA).
Delaware	Other - Using physical assistance from a test administrator; examples include direct assistance with navigating in electronic format.
Florida	Other - Desk cleared of extraneous items.
Georgia	Other - ESOL classroom.
Kansas	Other - Access to a computer lab.
Michigan	Other - Background music; Use of alternative writing position.
Mississippi	Student’s Home - Only for homebound students. Other - Facing the test administrator while directions are given.
Missouri	Other - Testing with teacher facing student.
Montana	Other - Teacher faces the student during test administration.
North Dakota	Other - Background music; Adjusted grouping.
Oregon	Student’s Home - Considered a modification. Modifications change the content and/or performance standards of what is being measured by the test.
Washington	Other - Provide architecturally accessible testing sites; Assess students in their instructional setting (with appropriate test security procedures).
West Virginia	Minimize Distractions - Only available for students taking the Alternate Performance Task Assessment (APTA) and the 4th grade writing assessment. Other - Provide physical support for a student by an aide if this support is provided routinely and if the aide has been trained as an examiner.
Micronesia	Other - Special seating; Adjusted grouping.
Northern Mariana Islands	Other - Room accommodations.
Palau	Other - General education classroom with: adjusted grouping, an additional school support person, or special education staff as support.
Puerto Rico	Other - Specialized workstation.

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