States’ Accommodations Policies for
Alternate Assessments Based on Modified
Academic Achievement Standards (AA-MAS)
in 2008–2009
Synthesis Report 74
Sheryl S. Lazarus •
Damien C. Cormier • Melissa Crone •
Martha L. Thurlow
March 2010
All rights reserved.
Any or all portions of this document may
be reproduced and distributed without
prior permission, provided the source is
cited as:
Lazarus, S. S., Cormier,
D. C., Crone, M., & Thurlow, M. L.
(2009). States’ accommodations
policies for alternate assessments based
on modified academic achievement
standards (AA-MAS) in 2008–2009
(Synthesis Report 74). Minneapolis, MN:
University of Minnesota, National Center
on Educational Outcomes.
Table of Contents
Executive Summary
The National Center on Educational Outcomes (NCEO) has tracked and analyzed
states’ accommodations policies for 17 years. This report presents the results
of an analysis of states’ accommodations policies for the alternate assessment
based on modified achievement standards (AA-MAS), and compares these policies
with the states’ regular assessment accommodations policies. This is the first
time that NCEO has published a report that is specifically focused on AA-MAS
accommodations policies.
For the 2008–09 school year, nine states had accommodations policies for both
their regular test and an AA-MAS: California, Connecticut, Kansas, Louisiana,
North Carolina, North Dakota, Oklahoma, Tennessee, and Texas. There was wide
variability across states in which accommodations were allowed on the AA-MAS.
Although only three of the nine states explicitly stated that the accommodation
policy was the same for the regular assessment and the AA-MAS, there were very
few within-state differences across the policies. An average of 95% of all
accommodations were included in both policies the same way. The following
accommodations were included differently in the AA-MAS policy by at least one
state: Calculator, Manipulatives, Spell Checker/Assistance, Read Aloud
Questions, Sign Interpret Questions, Assistive Technology, Speech/Text Device,
Scribe/Proctor, Dictionary/Glossary, Graphic Organizers, Computer or Machine,
and Tape Recorder.
We anticipate states’ AA-MAS accommodations policies will continue to evolve
over the next few years as more is learned about this assessment option. Some of
the states probably will revise their accommodations policies in response to
peer review, and additional states are currently in the process of developing an
AA-MAS.
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Table of Contents
Overview
The Individuals with Disabilities Education Act (IDEA) of
2004 and Title I of the Elementary and Secondary Education Act
(ESEA) of 2001 require that students with disabilities
participate in state assessments used for accountability
purposes. Therefore, it is important to study how they will
participate, and what, if any, accommodations will be used to
ensure that this participation is meaningful. The purpose of
this report is to analyze states’ accommodations policies for
alternate assessments based on modified academic achievement
standards (AA-MAS), and to compare these policies with the
states’ policies for their regular assessments.
In 2007, federal regulations (U.S.
Department of Education, 2007a) provided
states with the flexibility to offer an
AA-MAS. This assessment option is for a
small group of students with
disabilities who can make significant
progress, but may not reach grade-level
achievement within the time period
covered by their Individualized
Education Program (IEP). Students who
participate in an AA-MAS must have
access to grade-level content. States
are not required to offer this option.
According to Albus, Lazarus, Thurlow,
and Cormier (2009) in Fall 2008 only
nine states had an assessment they
considered to be an AA-MAS; as of
November 2009, only one state (Texas)
had successfully completed the federal
peer review process used by the U.S.
Department of Education to determine
whether the assessment satisfies federal
requirements. This analysis did not
attempt to determine the degree to which
state policies complied with federal
requirements under IDEA or ESEA. Those
determinations will be made through the
official federal peer review process
that requires states to demonstrate that
their assessment systems used for
accountability purposes meet certain
criteria.
The National Center on Educational
Outcomes (NCEO) has tracked and analyzed
state policies that address
participation and accommodations for
students with disabilities since 1992
and continues to do so with the most
recent analysis examining 2007 policies
(Christensen, Lazarus, Crone, & Thurlow,
2008). All of the state policies on
accommodations can be accessed online
with the NCEO Data Viewer
(http://data.nceo.info) that allows
users to create customizable reports
including charts and maps that show
state policies. This report extends that
work and is the first time that NCEO has
focused specifically on AA-MAS
accommodations policies. This report
sought to answer the following
questions:
- What accommodations
are available to
students who participate
in state assessment by
taking an AA-MAS?
- Do the AA-MAS
policies differ
substantially from the
policies on the regular
assessment? If so, how
do the policies differ?
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Table of Contents
Process
Procedures used for
this analysis were similar to the
procedures used in Christensen et al.
(2008). Accommodations policies were
obtained for all states that had an
assessment they considered to be an
AA-MAS in place during the 2008–2009
school year. For each state with an
AA-MAS, accommodation policies for both
the AA-MAS and the regular assessment
were gathered from the state’s Web site.
Albus et al. (2009) was used to identify
which states had an AA-MAS. In addition,
a Web search of all states was conducted
to ensure that we did not miss any
states and any additional states that
were identified were included in this
study. According to Albus et al.,
California, Connecticut, Kansas,
Louisiana, Maryland, North Carolina,
North Dakota, Oklahoma, and Texas had
information about an AA-MAS on their
state Web site. However, Maryland was
not included in this analysis because
the state’s AA-MAS was still in
development and the state did not have
an accommodations policy on its Web
site. Tennessee was added to this
analysis because the Web search found
information about an AA-MAS that
included a field test manual for the
test. Accommodation policies for the
2008–09 school year were obtained from
states’ Web sites between April and
July, 2009.
After each state’s
accommodations policies for the AA-MAS
were obtained, they were analyzed and
compared to the state’s regular
assessment accommodations policies. In
some cases, a state only had one
accommodations policy that specifically
indicated that the same policy was for
both the regular test and the AA-MAS; in
other cases there were two distinct
documents. A complete list of state
documents used to compile information
for this report is in Appendix A.
The state policies
were examined to determine the
accommodations that states most often
allow, allow with restrictions, and
prohibit. The accommodations were
organized into five categories:
Presentation Accommodations, Equipment
and Materials Accommodations, Response
Accommodations, Scheduling/Timing
Accommodations, and Setting
Accommodations, as seen in previous
reports on accommodations policies
(e.g., Christensen et al. 2008; Clapper,
Morse, Lazarus, Thompson, & Thurlow,
2005; Lazarus, Thurlow, Lail, Eisenbraun,
& Kato, 2006; Thurlow, House, Boys,
Scott, & Ysseldyke, 2000; Thurlow,
Lazarus, Thompson, & Robey, 2002;
Thurlow, Seyfarth, Scott, & Ysseldyke,
1997).
The states’ policies
for both the regular assessment and the
AA-MAS were analyzed and their
accommodations were coded using the
following abbreviations:
1.
Allowed (A)—if the
accommodation is used,
the student must be
given the score she or
he earned, the student’s
score must be
aggregated, and the
score must be used for
accountability purposes.
2.
Allowed in Certain
Circumstances
(AC)—the accommodation
is allowed on some
assessments and not
others, or is available
to some students and not
others (e.g. grades,
disability status), or
is available in some
content areas but not
others.
3.
Allowed with
Implications for Scoring
and/or Aggregation
(AI)—if the
accommodation is used,
the student
automatically receives a
certain score (e.g.,
zero or below basic) or
the score is not
aggregated.
4.
Prohibited (P)—the use
of this accommodation is
not permitted.
The states that had
any difference between their regular
assessment and AA-MAS accommodations
policies were systematically compared.
Tables that summarize
accommodations information for each
state are presented in the results
section of this report. Shaded cells in
the tables indicate a difference between
a state’s AA-MAS accommodations policy
and the state’s policy for the regular
assessment. Detailed specifications and
descriptions are presented in Appendix
B.
The percentage of
accommodations that were the same in the
regular assessment policy and AA-MAS
policy for each state was also
calculated by category of accommodation.
The denominator for each percentage was
the number of accommodations in a
category included in a state’s
accommodations policies. The numerator
was the number of accommodations that
were the same across regular assessment
and AA-MAS policies.
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Table of Contents
Results
During the 2008–09
school year nine states had a publicly
available AA-MAS accommodations policy.
As indicated in Table 1, the states were
California, Connecticut, Kansas,
Louisiana, North Carolina, North Dakota,
Oklahoma, Tennessee, and Texas. Three of
these states (Kansas, North Carolina,
Oklahoma) had the same policy for the
regular test and the AA-MAS.
Table 1. Summary of
States with 2008–2009 AA-MAS
Accommodation Policies and Comparison to
the Regular Assessment Policy
|
State
|
Has an
AA-MAS
Policy
|
Same
Policy
as
Regular
Assessment
|
Description
|
|
California
(CA)
|
X
|
|
The
policy
included
a matrix
of test
variations,
accommodations,
and
modifications.
It had a
column
for the
California
Modified
Assessment
(CMA).
There
was
information
on the
use of
each
accommodation
on the
CMA.
California
did not
allow
the use
of
modifications
on the
CMA.
According
to the
policy,
if the
IEP team
determined
that the
student
needed a
modification,
the team
should
consider
that the
student
participate
in the
California
Standards
Test
(CST)—i.e.,
regular
assessment—with
modifications
or the
California
Alternate
Performance
Assessment
(CAPA).
|
|
Connecticut
(CT)
|
X
|
|
A
separate
form was
included
with a
list of
accommodations
allowed
on the
CMT/CAPT-MAS
(modified
assessment
system).
There
were
differences
in the
accommodations
allowed
on some
of the
subtests
for
regular
assessments—the
Connecticut
Mastery
Test
(CMT)
and the
Connecticut
Academic
Performance
Test
(CAPT)
and
their
modified
versions.
There
were
also
differences
between
the
accommodations
that
were
allowed
on their
subtests.
|
|
Kansas
(KS)
|
X
|
X
|
The
Kansas
accommodations
policy
indicated
that
since
the KAMM
is a
modified
version
of the
regular
assessment,
the
allowable
accommodations
were the
same.
|
|
Louisiana
(LA)
|
X
|
|
The
policy
indicated
that
eligible
LAA 2
(LEAP
Alternate
Assessment
Level 2)
students
may
receive
both
special
education
and LEP
accommodations.
|
|
North
Carolina
(NC)
|
X
|
X
|
All
accommodations
allowed
on the
general
end-of-grade
tests
were
allowed
during
the
administration
of the
NCEXTEND2.
|
|
North
Dakota
(ND)
|
X
|
|
The
North
Dakota
accommodations
policy
addressed
both the
North
Dakota
State
Assessment
(NDSA)
and the
North
Dakota
Alternate
Assessment-2
(NDAA-2).
The
NDAA-2
included
performance
tasks
and was
done on
a
computer
with the
student
and
teacher
together.
|
|
Oklahoma
(OK)
|
X
|
X
|
All
accommodations
allowed
on the
Oklahoma
School
Testing
Program
(OSTP)
were
allowed
on the
Oklahoma
Modified
Alternate
Assessment
Program
(OMAAP).
|
|
Tennessee
(TN)
|
X
|
|
A
modified
version
of the
Tennessee
Comprehensive
Assessment
Program
(TCAP)
for
grades
3–8 was
field
tested
in the
spring
of 2009.
The
TCAP-M
had its
own
accommodations
policy.
|
|
Texas
(TX)
|
X
|
|
The
Texas
accommodations
policy
included
a chart
with a
column
for
Texas
Assessment
of
Knowledge
and
Skills—Modified
(TAKS-M).
It
indicated
whether
or not
each
accommodation
was
allowed
on the
modified
assessment.
|
|
Total
|
9
|
3
|
|
Presentation
Accommodations
Presentation
accommodations change the way in which a
test is presented to a student. Table 2
gives a summary of the presentation
accommodations in state policies for
AA-MAS. Detailed information and
specifications on these accommodations
are presented in Table B1 in Appendix B.
The three most
frequently documented presentation
accommodations in AA-MAS policies were
Large Print, Braille, and Sign Interpret
Directions. For each of these three
accommodations the policies of eight
states allowed use without restrictions
and an additional state allowed use in
certain circumstances.
This analysis tracked
two Read Aloud accommodations. As
discussed above, the Read Aloud
Directions accommodation was permitted
on the AA-MAS in most states with no
restrictions. The AA-MAS policies of
three states allowed the Read Aloud
Questions accommodation with no
restrictions, four states allowed its
use in certain circumstances, and two
states allowed its use in certain
circumstances and with implications for
scoring. States were more likely to
allow the math test to be read aloud
than the reading test.
We also tracked two
Sign Interpret accommodations. As
previously indicated most states
permitted Sign Interpret Directions with
no restrictions, whereas four states
permitted Sign Interpret Questions with
no restrictions (and an additional four
states allow its use in certain
circumstances).
Although there are a
large number of available accommodations
in the Presentation category the only
difference between states’ policies for
the regular test and the AA-MAS, as
indicated by the shaded cells in Table
2, was found for the Read Aloud
Questions and Sign Interpret Questions
in California. The specific difference
between the two accommodations policies
(e.g., regular test and AA-MAS) was that
Read Aloud Questions and Sign Interpret
Questions were considered modifications
for the English Language Arts (ELA)
component of California’s regular
assessment, whereas they were allowed
across content areas on the AA-MAS.
In addition to the
accommodations included in Table 2,
several states had "Other"
accommodations that are described in
Table B1 in Appendix B.
Table 2. States’ 2008
AA-MAS Accommodations Policy for
Presentation Accommodations
|
Accommodation
|
State
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Totals
|
|
Large
Print
|
A
|
A
|
A
|
A
|
A
|
A
|
A
|
A*
|
AC*
|
A:8,
AC:1
|
|
Braille
|
A*
|
A
|
A
|
A
|
A
|
A
|
A
|
A
|
AC*
|
A:8,
AC:1
|
|
Read
Aloud
Directions
|
A
|
A
|
A
|
A
|
|
A
|
|
A*
|
A
|
A:7
|
|
Read
Aloud
Questions
|
A
|
AC*
|
AC/AI*
|
AC*
|
AC*
|
AC/AI*
|
AC*
|
A*
|
A
|
A:3,
AC:4,
AC/AI:2
|
|
Sign
Interpret
Directions
|
A
|
A
|
A
|
A*
|
A
|
A
|
A
|
AC*
|
A
|
A:8, AC:
1
|
|
Sign
Interpret
Questions
|
A
|
A
|
A
|
AC*
|
AC*
|
A
|
AC*
|
AC*
|
|
A:4,
AC:4
|
|
Repeat/Reread/Clarify
Directions
|
A
|
|
A
|
A
|
|
A*
|
A
|
AC*
|
|
A:5,
AC:1
|
|
Visual
Cues
|
|
|
A
|
A
|
|
|
A
|
|
|
A:3
|
|
Administration
by
Others
|
|
|
|
|
|
A
|
|
|
|
A:1
|
|
Familiar
Examiner
|
|
|
|
A*
|
|
|
|
|
|
A:1
|
|
Additional
Examples
|
|
|
|
|
|
|
|
|
|
|
|
Teacher
Highlighting
|
|
|
A
|
|
|
A
|
|
|
|
A:2
|
|
Student
Highlighting
|
|
|
A
|
|
|
|
|
AC*
|
|
A:1,
AC:1
|
|
Student
Reads
Test
Aloud
|
|
|
A
|
|
A
|
|
|
A*
|
A
|
A:4
|
|
Native
Language
Translation
of
Directions
and/or
Items
|
|
|
|
A*
|
|
|
|
|
A*
|
A:2
|
|
Increased
Space
Between
Items
|
|
|
|
|
A*
|
|
|
|
|
A:1
|
|
Simplify/Paraphrase
Directions
|
A
|
|
A
|
|
|
|
A
|
|
|
A:3
|
|
Tactile
Graphics
|
|
|
A
|
|
|
A
|
|
|
|
A:2
|
|
Prompt/Encourage
Student
|
|
|
A
|
|
|
|
|
A*
|
A
|
A:3
|
|
Page
Turner
|
|
|
|
|
|
|
|
|
A
|
A:1
|
|
Other
|
|
|
|
|
|
AC/AI*
|
A*
|
|
A*
|
A:2,
AC/AI:1
|
Notes: A=Allowed;
AC=Allowed in Certain Circumstances;
AI=Allowed with Implications for
Scoring;
AC/AI=Allowed in Certain Circumstances
and there are implications for
scoring; P= Prohibited.
* See Table B1 in Appendix B for
specifications of Presentation
accommodations.
Shaded cells indicate a
difference between a state’s AA-MAS
accommodations policy and the state’s
policy for the regular assessment.
Definitions:
Large Print = all
parts of the assessment are in print
larger than that typically used.
Braille = all parts of the
assessment are presented in Braille.
Read Aloud Directions = the
directions portion of the assessment is
read to the student.
Read Aloud Questions = the
assessment items are read to the
student.
Sign Interpret Directions = the
directions portion of the assessment is
presented to the student via sign
language.
Sign Interpret Questions = assessment
items are presented to the student via
sign language.
Read/Re-read/Clarify Directions = directions
may be clarified through restatement for
the student.
Visual Cues = additional visual
cues are provided for students, such as
arrows or stickers.
Administration by Others = someone
other than regular test administrator
gives test to student (e.g., special
education or general education teacher).
Familiar Examiner = someone
other than regular test examiner who the
student knows and has worked with in the
past gives the test to the student
(e.g., special education teacher).
Additional Examples = in response
to student request for more information
or clarification, test administrator can
supply additional examples to assist the
student.
Teacher Highlighting = teacher
uses a highlighter to highlight on test
booklet (e.g., highlighting key words in
directions).
Student Highlighting = student
uses a highlighter to mark on test
booklet.
Student Reads Test Aloud = student
reads directions and/or items aloud to
self.
Native Language Translation of
Directions and/or Items = directions
and/or test items are translated into
the student’s native language.
Increased Space Between Items = more
blank space is given in the test booklet
between items.
Simplify/Paraphrase Directions = in
response to student request for more
information or clarification, test
administrator can simplify or paraphrase
test directions.
Tactile Graphics = graphic items
in the test are given through tactile
representation.
Prompt/Encourage Student = test
administrator may encourage or prompt
the student to continue.
Page Turner = the student
receives assistance turning the pages of
the test booklet.
Equipment and Materials
Accommodations
Equipment and
Materials accommodations improve a
student’s ability to access a test by
providing certain types of tools and
assistive devices that change the
conditions of the assessment. Many of
these accommodations help improve the
presentation of the test relative to a
student’s needs, while others are
related to response, such as using a
calculator or abacus. Detailed
information and specifications on these
accommodations are presented in Table B2
in Appendix B.
As shown in Table 3,
the equipment and materials
accommodations most frequently mentioned
in states’ policies were Magnification
Equipment and Amplification Equipment.
Eight of the nine states included in
this analysis allowed the Magnification
Equipment accommodation while seven
states allowed Amplification Equipment.
The Calculator
accommodation is one of the more
controversial equipment and materials
accommodations. Its use was allowed with
no restrictions in one state; five
states allowed it in certain
circumstances, and one state allowed its
use in certain circumstances and with
implications for scoring. Assistive
Technology is another somewhat
controversial accommodation. Five states
allowed the use of Assistive Technology
with no restrictions, while two states
allowed its use in certain
circumstances.
As indicated by the
shaded cells in Table 3, there were
several differences between states’
regular and AA-MAS policies for
Equipment and Materials accommodations.
Three states (California, North Dakota,
Texas) had differences for the
Calculator and Manipulatives
accommodations. Additionally, California
had differences across policies for the
Assistive Technology and
Dictionary/Glossary accommodations; and
Texas had differences for Graphic
Organizer accommodation and for an
"Other" accommodation (i.e.,
Supplemental Aids). For detailed
information and specifications for
"Other" accommodations see Table B2 in
Appendix B.
Table 3. State 2008
AA-MAS Accommodations Policy for
Equipment/Materials Accommodations
|
Accommodation
|
State
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Total
|
|
Magnification
Equipment
|
A
|
|
A
|
A
|
A
|
A
|
A
|
A
|
A
|
A:8
|
|
Amplification
Equipment
|
A
|
A
|
A
|
|
|
A
|
A
|
A
|
A
|
A:7
|
|
Light/Acoustics
|
A
|
A
|
A
|
|
|
A
|
A
|
|
|
A: 5
|
|
Calculator
|
AC*
|
AC*
|
AC/AI*
|
|
|
A*
|
AC*
|
AC*
|
AC*
|
A:1,
AC:5,
AC/AI:1
|
|
Templates
|
|
|
A
|
|
|
A
|
A
|
A
|
A
|
A:5
|
|
Audio/Video
Equipment
|
A*
|
A*
|
|
A
|
|
|
|
AC*
|
|
A:3,
AC:1
|
|
Noise
Buffer
|
A
|
|
|
|
|
A
|
A
|
A
|
A
|
A:5
|
|
Adaptive/Special
Furniture
|
A
|
A
|
A
|
|
|
A
|
A
|
|
|
A:5
|
|
Abacus
|
|
AC*
|
|
A
|
A
|
|
AC*
|
A
|
A
|
A:4,
AC:2
|
|
Manipulatives
|
AC*
|
|
A
|
|
|
A*
|
|
A*
|
A
|
A:4,
AC:1
|
|
Adapted
Writing
Tools
|
|
|
A
|
A
|
|
|
A
|
|
|
A:3
|
|
Slant
Board/Wedge
|
|
|
A
|
|
|
|
A
|
|
|
A:2
|
|
Secure
Paper to
Work
Area
|
|
|
A
|
|
|
|
A
|
|
|
A:2
|
|
Visual
Organizers
|
|
|
|
|
|
A
|
|
|
|
A:1
|
|
Color
Overlay
|
A
|
|
|
|
|
|
A
|
|
A
|
A:3
|
|
Assistive
Technology
|
AC*
|
|
A
|
A
|
A
|
A
|
A
|
AC*
|
|
A:5,
AC:2
|
|
Special
Paper
|
|
|
A
|
|
|
|
|
|
A
|
A:2
|
|
Math
Tables/
Numberline
|
P*
|
|
AC/AI*
|
|
|
A
|
|
A*
|
A
|
A:3,
AC/AI:1,
P:1
|
|
Dictionary/Glossary
|
P*
|
|
|
AC*
|
|
|
AC*
|
|
AC*
|
AC:3,
P:1
|
|
Thesaurus
|
|
|
|
|
|
|
|
|
AC*
|
AC:1
|
|
Keyboard
|
|
|
A
|
|
A
|
|
|
|
|
A:2
|
|
Graphic
Organizers
|
|
|
A
|
|
|
A
|
|
|
A
|
A:3
|
|
Other
|
|
|
A*
|
|
|
|
|
AC*
|
A*
|
A:2, AC:
1
|
Notes: A=Allowed;
AC=Allowed in Certain Circumstances;
AI=Allowed with Implications for
Scoring;
AC/AI=Allowed in Certain Circumstances
and there are implications for
scoring; P= Prohibited.
* See Table B2 in Appendix B for
specifications of Equipment/Materials
accommodations.
Shaded cells indicate a
difference between a state’s AA-MAS
accommodations policy and the state’s
policy for the regular assessment.
Definitions:
Magnification Equipment = equipment
that enlarges the print size of the
test.
Amplification Equipment = equipment
that increases the level of sound during
the test (e.g. hearing aids).
Light/Acoustics = changes to the
amount or placement of lighting or
special attention to the acoustics of
the test setting.
Calculator = standard calculator
and special function calculator.
Templates = templates used to
mark location of focus on the test.
Audio/Video Equipment = audio or
video equipment.
Noise Buffer = ear mufflers,
white noise, and other equipment used to
block external sounds.
Adaptive or Special Furniture = any
furniture the student requires (e.g.,
for sitting upright).
Abacus = abacus or similar
counting tools.
Manipulatives = learning
materials that are operated with the
hands (e.g., math cubes, counters).
Adapted Writing Tools = larger
diameter pencil, pencil grip, or other
writing tool that has been adapted for
the student.
Slant Board/Wedge = slant board
or wedge.
Secure Paper to Work Area =
tape, magnets, or other device to secure
paper to work area.
Visual Organizers = markers,
masks, and other devices to mark
location of focus on test.
Color Overlay = color overlay or
shield.
Assistive Technology = assistive
technology (e.g., head wand, Kurzweil
software).
Special Paper = any special
paper, such as graph paper, scratch
paper, wide-ruled paper, etc.
Math Tables/Number Line = math
tables or number line, provided for, or
created by, the student.
Dictionary/Glossary = dictionary
or glossary in English, English/other
language, or other language only.
Thesaurus = thesaurus.
Keyboard = keyboard or adaptive
keyboard.
Graphic Organizers = graphic
organizers created before or during the
testing situation.
Response
Accommodations
Response
accommodations improve a student’s
ability to access a test by providing
the student with different ways to
record answers during the assessment. As
shown in Table 4, the response
accommodations most frequently addressed
in states’ AA-MAS policies were
Proctor/Scribe, Computer/Machine, and
Write-in Test Booklet. The
Proctor/Scribe accommodation was allowed
with no restrictions in seven states,
and an additional two states allowed its
use in certain circumstances. The
policies of seven states included
Computer/Machine (five allowed with no
restrictions and two additional states
allowed it in certain circumstances) and
Write-in Test Booklet (six allowed with
no restrictions and one allowed in
certain circumstances). Detailed
information and specifications on these
accommodations are presented in Table B3
in Appendix B.
According to Table 4,
there were instances of differences
between a state’s regular accommodation
policy and the AA-MAS policy for several
Response accommodations. Connecticut had
differences for the Computer/Machine
accommodation and Texas had a policy
difference for the Spell
Checker/Assistance accommodation.
The Connecticut policy did not permit
the use of Computer/Machine on one
subtest, however; there was no similar
restriction on the regular test. The
Texas AA-MAS policy indicated that Spell
Checkers may be allowed at grade 4 with
submission and approval of an
accommodation request form (ARF); the
Spell Checker accommodation was allowed
at grades 7, 10 ELA, and 11 ELA.
However, on the regular test the Spell
Checker was not allowed at grade 4, but,
it may be allowed at grades 7, 9, 10,
and 11 with submission and approval of
an ARF.
Four of the
differences between the regular policy
and the AA-MAS were found in the
California policies. In California
Proctor/Scribe, Tape Recorder, Spell
Checker/Assistance, and Speech/Text
devices were all considered
modifications (nonstandard
accommodations) with implications for
scoring in certain circumstances on the
regular test. However, California does
not allow the use of modifications on
its AA-MAS so these accommodations were
not allowed in situations on the AA-MAS
where there would be implications for
scoring, but they were allowed in
certain other circumstances.
For example, as shown in Table B3
in Appendix B for the AA-MAS for
Proctor/Scribe in California, essay
responses may not be dictated orally to
a scribe (scribe provides spelling,
grammar, and language conventions);
however, Proctor/Scribe was allowed in
other circumstances.
In addition to the
accommodations included in Table 4,
several states had "Other"
accommodations which are described in
Table B1 in Appendix B.
Table 4. State 2008
AA-MAS Accommodations Policy for
Response Accommodations
|
Accommodation
|
State
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Total
|
|
Proctor/Scribe
|
AC*
|
AC*
|
A
|
A*
|
A
|
A
|
A
|
A
|
A
|
A:7,
AC:2
|
|
Computer
or
Machine
|
A
|
AC*
|
A
|
A
|
|
A
|
AC*
|
|
A*
|
A:5,
AC:2
|
|
Write in
Test
Booklets
|
A
|
AC*
|
A
|
A
|
A
|
|
|
A
|
A
|
A:6,
AC:1
|
|
Tape
Recorder
|
AC*
|
|
A
|
|
|
|
AC*
|
|
|
A:1,
AC:2
|
|
Communication
Device
|
|
|
A
|
|
|
A
|
|
|
A
|
A:3
|
|
Spell
Checker/
Assistance
|
AC*
|
|
A
|
AC*
|
|
A
|
|
P
|
AC*
|
A:2,
AC:3,
P:1
|
|
Brailler
|
|
|
A
|
A
|
A
|
A
|
A
|
|
|
A:5
|
|
Sign
Responses
to Sign
Language
Interpreter
|
AC*
|
AC*
|
A
|
|
|
A
|
A
|
|
A
|
A:4,
AC:2
|
|
Pointing
|
|
|
A
|
|
|
A
|
|
|
A
|
A:3
|
|
Speech/Text
Device
|
AC*
|
AC*
|
A
|
AC*
|
|
A
|
|
|
|
A:2,
AC:3
|
|
Monitor
Placement
of
Student
Responses
|
|
|
A
|
|
|
|
|
|
|
A:1
|
|
Other
|
|
|
|
|
|
A*
|
|
|
A*
|
A:2
|
Notes: A=Allowed;
AC=Allowed in Certain Circumstances;
AI=Allowed with Implications for
Scoring;
AC/AI=Allowed in Certain Circumstances
and there are implications for
scoring; P= Prohibited.
* See Table B3 in Appendix B for
specifications of Response
accommodations.
Shaded cells indicate a
difference between a state’s AA-MAS
accommodations policy and the state’s
policy for the regular assessment.
Definitions:
Proctor/Scribe = student
responds verbally and a proctor or
scribe then translates this to an answer
sheet; for writing extended responses,
specific instructions about how spelling
and punctuation may be included.
Computer or Machine = computer
or other machine (e.g., typewriter).
Write in Test Booklet = responses
may be written in the test booklet
rather than on answer sheets.
Tape Recorder = student’s verbal
responses are tape recorded, generally
for later description.
Communication Device = various
devices for the student to use in giving
responses (e.g., symbol boards).
Spell Checker/Assistance = spell
checker as a separate device or within a
word-processing program.
Brailler = device or computer
that generates responses in Braille.
Sign Responses to Sign Language
Interpreter = responses may be given
by sign language to a sign language
interpreter.
Pointing = student points to
response and staff member translates
this onto an answer sheet.
Speech/Text Device = student’s
verbal responses are transferred to text
via speech/text device.
Monitor Placement of Student
Responses = the test administrator
or other assistant monitor’s the
placement of the student’s responses on
the answer sheet.
Scheduling/Timing
Accommodations
Scheduling/Timing
accommodations are changes in the timing
or scheduling of an assessment. As shown
in Table 5, Extended Time, With Breaks,
Multiple Sessions, and Time Beneficial
to the Student were the most frequently
mentioned timing/scheduling
accommodation in states’ AA-MAS
accommodations policies. Seven of the
nine states with AA-MAS accommodations
policies allowed Extended Time and With
Breaks with no restriction. Multiple
Sessions and Time Beneficial to the
Student were allowed by six states. For
Scheduling/Timing accommodations no
differences were identified between
states policies for the AA-MAS and the
regular assessment.
Detailed information
and specifications on these
accommodations are presented in Table B4
in Appendix B.
Table 5. State 2008
AA-MAS Accommodations Policy for
Scheduling/Timing Accommodations
|
Accommodation
|
State
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Total
|
|
Extended
Time
|
A
|
A
|
A
|
A
|
A
|
|
|
A*
|
A
|
A:7
|
|
With
Breaks
|
A
|
|
A
|
A
|
|
A*
|
A
|
A
|
A
|
A:7
|
|
Multiple
Sessions
|
|
|
A
|
A
|
A
|
A*
|
A
|
A*
|
|
A:6
|
|
Time
Beneficial
to
Student
|
A
|
|
A
|
A
|
A
|
|
A
|
A
|
|
A:6
|
|
Over
Multiple
Days
|
A
|
|
|
A
|
|
|
|
AC*
|
A
|
A:3,
AC:1
|
|
Flexible
Scheduling
|
|
|
A
|
|
|
|
A
|
A*
|
|
A:3
|
Notes: A=Allowed;
AC=Allowed in Certain Circumstances;
AI=Allowed with Implications for
Scoring; AC/AI=Allowed in Certain
Circumstances and there are
implications for scoring; P= Prohibited.
* See Table B4 in Appendix B for
specifications of Timing/Scheduling
accommodations.
Definitions:
Extended Time = student
may take longer than the time typically
allowed.
With Breaks = time away
from test allowed during tests typically
administered without breaks, sometimes
with conditions about when this can
occur (e.g,, not within subtests) and
how long they can be.
Multiple Sessions = assessments
generally given in a single session can
be broken into multiple sessions.
Time Beneficial to Student = administered
at a time that is most advantageous to
the student.
Over Multiple Days = administered
over several days when the assessment is
normally administered in one day.
Flexible Scheduling = the order
of subtests may vary from the typical
order of subtests.
Setting Accommodations
Setting
accommodations improve a student’s
ability to access a test by providing
the student with an appropriate test
location or environment based on his or
her needs. According to Table 6, the
AA-MAS policies of seven states allowed
Individual or Small Group administration
accommodation. And, six states allowed
the administration in a Carrel. Five
states allowed administration in a
Student’s Home, and an additional state
allowed this accommodation with
implications for scoring. There were no
differences between AA-MAS and regular
assessment policies for accommodations
in the Settings category. Detailed
information and specifications on these
accommodations are presented in Table B5
in Appendix B.
In addition to the
accommodations included in Table 6,
three states had "Other" setting
accommodations which are described in
Table B5 in Appendix B.
Table 6. State 2008
AA-MAS Accommodations Policy for Setting
Accommodations
|
Accommodation
|
State
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Total
|
|
Individual
|
A
|
A
|
|
A*
|
|
A
|
A
|
A
|
A
|
A:7
|
|
Small
Group
|
A
|
A
|
|
A*
|
|
A
|
A*
|
A
|
A
|
A:7
|
|
Carrel
|
A
|
A
|
|
|
|
A
|
A
|
A
|
A
|
A:6
|
|
Separate
Room
|
|
A
|
A
|
|
A
|
|
A
|
A
|
|
A:5
|
|
Seat
Location/
Proximity
|
|
|
A
|
A*
|
|
A
|
|
A
|
|
A:4
|
|
Minimize
Distractions
|
|
|
A
|
|
|
A
|
A
|
|
A
|
A:4
|
|
Student’s
Home
|
A
|
A
|
|
|
A
|
A
|
|
A
|
AI*
|
A:5,
AI:1
|
|
Special
Ed.
Class-room
|
|
A
|
|
|
|
|
|
|
|
A:1
|
|
Increase/
Decrease
Opportunity
for
Movement
|
|
|
A
|
|
|
A
|
|
|
|
A:2
|
|
Hospital
|
A
|
|
|
|
A
|
A
|
|
|
|
A:3
|
|
Non-School
Setting
|
|
|
|
|
|
|
|
A
|
|
A:1
|
|
Other*
|
|
|
A*
|
A*
|
A*
|
|
|
|
|
A:3
|
Notes: A=Allowed;
AC=Allowed in Certain Circumstances;
AI=Allowed with Implications for
Scoring;
AC/AI=Allowed in Certain Circumstances
and there are implications for
scoring; P= Prohibited.
* See Table B5 in Appendix B for
specifications of Setting
accommodations.
Definitions:
Individual = individual
assessed separately from other students.
Small Group = student
assessed in small group separate from
other students.
Carrel = student assessed while
seated in a study carrel.
Separate Room = student assessed
in a separate room.
Seat Location/Proximity = student
is assessed in a specifically designated
seat location, usually in close
proximity to the test administrator.
Minimize Distractions = student
is assessed in a quiet environment.
Student’s Home = student assessed
at home, usually when out of school for
illness or other reasons.
Special Education Classroom = student
is assessed in the special education
classroom.
Increase/Decrease Opportunity for
Movement = student is
assessed in an environment that allows
for increased or decreased opportunity
for movement (e.g., the student may be
allowed to walk around).
Hospital = student is assessed in
a hospital.
Non-school Setting = student is
assessed in a non-school setting.
Summary of Differences
between Regular Assessment and AA-MAS
Policies
As shown in Figure 1,
there were only a small number of
differences between states’ regular
assessment and AA-MAS accommodations
policies. Three states had differences
across assessments for the Calculator
and Manipulatives accommodations, and
two states had differences for the Spell
Checker/Assistance accommodation. Also,
Read Aloud Questions, Sign Interpret
Questions, Assistive Technology,
Dictionary/Glossary, Graphic Organizers,
Proctor/Scribe, Computer or Machine,
Tape Recorder, and Speech/Text Device
accommodations were each included
differently across the AA-MAS and
regular assessment accommodations
policies by a single state.
Figure 1. Number of
States with Differences Across Regular
and AA-MAS Policies: Selected
Accommodations.
The percentages of
accommodations that differed by category
between states’ regular and AA-MAS
policies for individual states are
presented in Table 7. The
Scheduling/Timing and Setting categories
had 100% agreement across regular and
AA-MAS accommodations policies for all
states. California had the most
differences across policies. For
California, 75% of the Presentation
accommodations, 67% of the
Equipment/Material accommodations, and
43% of the Response accommodations were
the same. On average across all states
95% of all accommodations were the same
for the regular assessment and the
AA-MAS.
In addition to differences in
policies for individual accommodations,
there was a difference between Texas’s
regular assessment policy and its AA-MAS
policy for a group of accommodations
called the Dyslexia Bundle. The Dyslexia
Bundle is a group of three
accommodations that must be provided
together for students who receive this
accommodation: (1)
Orally read all proper nouns associated
with each passage before students begin
individual reading; (2) Orally read all
test questions and answer choices to the
student; and (3) Extend the testing time
over a two-day period. In Texas, the
Dyslexia Bundle was an allowed
accommodation on the regular test, but
it was not permitted on the AA-MAS.
Table 7. Percentage of
Accommodations That Are the Same Across
Regular Assessment and AA-MAS by
Category and State, 2008–09
|
|
State
|
|
|
CA
|
CT
|
KS
|
LA
|
NC
|
ND
|
OK
|
TN
|
TX
|
Avg.
|
|
Presentation
|
|
Total1
|
8
|
6
|
14
|
10
|
7
|
11
|
9
|
10
|
10
|
|
|
Number
the Same
(%)
|
6 (75%)
|
6 (100%)
|
14
(100%)
|
10
(100%)
|
7 (100%)
|
11
(100%)
|
9 (100%)
|
10
(100%)
|
10
(100%)
|
97%
|
|
Equipment/Material
|
|
Total1
|
12
|
6
|
16
|
6
|
4
|
12
|
14
|
11
|
14
|
|
|
Number
the Same
(%)
|
8 (67%)
|
6 (100%)
|
16
(100%)
|
6 (100%)
|
4 (100%)
|
10 (83%)
|
14
(100%)
|
11
(100%)
|
10
(100%)
|
91%
|
|
Response
|
|
Total1
|
7
|
5
|
11
|
6
|
3
|
9
|
5
|
3
|
8
|
|
|
Number
the Same
(%)
|
3 (43%)
|
4 (80%)
|
11
(100%)
|
6 (100%)
|
3 (100%)
|
9 (100%)
|
5 (100%)
|
3 (100%)
|
7
(88%)
|
91%
|
|
Scheduling/Timing
|
|
Total1
|
4
|
1
|
5
|
5
|
3
|
0
|
4
|
6
|
3
|
|
|
Number
the Same
(%)
|
4 (100%)
|
1 (100%)
|
5 (100%)
|
5 (100%)
|
3 (100%)
|
0
--
|
4 (100%)
|
6 (100%)
|
3 (100%)
|
100%
|
|
Setting
|
|
Total1
|
5
|
6
|
5
|
4
|
4
|
8
|
5
|
7
|
5
|
|
|
Number
the Same
(%)
|
5 (100%)
|
6 (100%)
|
5 (100%)
|
4 (100%)
|
4 (100%)
|
8 (100%)
|
5 (100%)
|
7 (100%)
|
5 (100%)
|
100%
|
|
Total
|
|
Total1
|
36
|
24
|
51
|
31
|
21
|
40
|
37
|
37
|
40
|
|
|
Number
the Same
(%)
|
26 (72%)
|
23 (96%)
|
51
(100%)
|
31
(100%)
|
21
(100%)
|
38 (95%)
|
37
(100%)
|
37
(100%)
|
36 (90%)
|
95%
|
1
Number of
Accommodations Included in Policy
Top of page |
Table of Contents
Discussion
For the 2008–09
school year, nine states had an
accommodations policy for an assessment
that they considered to be an AA-MAS.
This study compiled and summarized
information about the characteristics of
these policies. The study also analyzed
differences between the accommodations
policies for the regular test and the
AA-MAS. Key findings included:
- There
was wide variability
across states in which
accommodations were
allowed on the AA-MAS.
- Three
of the nine states that
had an AA-MAS during
2008–09 explicitly
stated that the same
accommodation policy was
used for both the
regular assessment and
the AA-MAS.
- States’ AA-MAS and
regular accommodations
policies were most
likely to differ for
several controversial
accommodations: Three
states had different
policies for the
Calculator and
Manipulatives
accommodations. Also,
Spell Checker, Read
Aloud Questions, Sign
Interpret Questions,
Assistive Technology,
Dictionary/Glossary,
Graphic Organizers,
Proctor/Scribe, Computer
or Machine, Tape
Recorder, and
Speech/Text Device
accommodations each were
included differently
across policies by at
least one state.
- Differences between the
regular assessment and
AA-MAS policies appear
to be exceptions rather
than a widespread
occurrence. On average
across states, 95% of
all accommodations were
the same for the regular
assessment and the
AA-MAS.
For the foreseeable
future, accommodations policies for both
the AA-MAS and the regular test will
probably continue to change rapidly.
Some of the states probably will revise
their accommodations policies in
response to peer review. Also,
additional states are currently either
in the process of—or exploring the
possibility of—developing an AA-MAS. It
is important to continue to track the
changes and decisions made by states as
they develop and refine their AA-MAS.
Top of page |
Table of Contents
References
Albus, D., Lazarus, S. S., Thurlow, M. L., & Cormier, D. (2009).
Characteristics of states’ alternate assessments based on
modified academic achievement standards in 2008 (Synthesis
Report 72). Minneapolis, MN: University of Minnesota, National
Center on Educational Outcomes.
Christensen, L. L., Lazarus, S. S., Crone, M., & Thurlow, M. L.
(2008). 2007 state policies on assessment participation and
accommodations for students with disabilities (Synthesis
Report 69). Minneapolis, MN: University of Minnesota, National
Center on Educational Outcomes.
Clapper, A. T., Morse, A. B., Lazarus, S. S., Thompson, S. J., &
Thurlow, M. L. (2005). 2003 state policies on assessment
participation and accommodations for students with disabilities
(Synthesis Report 56). Minneapolis, MN: University of Minnesota,
National Center on Educational Outcomes.
Elementary and Secondary Education Act. (2001). Public Law
107-110. Washington, DC: U. S. Government Printing Office.
Individuals with Disabilities Act. (2004). Public Law 108-446.
Washington, DC: U. S. Government Printing Office.
Lazarus, S. S., Thurlow, M. L., Christensen, L. L., & Cormier,
D. (2007). States’ alternate assessments based on modified
achievement standards (AA-MAS) in 2007 (Synthesis Report
67). Minneapolis, MN: University of Minnesota, National Center
on Educational Outcomes.
Lazarus, S. S., Thurlow, M. L., Lail, K. E., Eisenbraun, K. D.,
& Kato, K. (2006). 2005 state policies on assessment
participation and accommodations for students with disabilities
(Synthesis Report 64). Minneapolis, MN: University of Minnesota,
National Center on Educational Outcomes.
Thurlow, M., House, A., Boys, C., Scott, D., & Ysseldyke, J.
(2000). State participation and accommodation policies for
students with disabilities: 1999 update (Synthesis Report
33). Minneapolis, MN: University of Minnesota, National Center
on Educational Outcomes.
Thurlow, M., Lazarus, S., Thompson, S., & Robey, J. (2002).
2001 state policies on assessment participation and
accommodations (Synthesis Report 46.) Minneapolis, MN:
University of Minnesota, National Center on Educational
Outcomes.
Thurlow, M., Seyfarth, A., Scott, D., & Ysseldyke, J. (1997).
State assessment policies on participation and
accommodations for students with disabilities: 1997 update
(Synthesis Report 29). Minneapolis, MN: University of Minnesota,
National Center on Educational Outcomes.
U. S. Department of Education (2007a, April 9). Final Rule
34 CFR Parts 200 and 300: Title I—Improving the academic
achievement of the disadvantaged; Individuals with disabilities
education act (IDEA). Federal Register. 72(67), Washington
DC: Author. Retrieved from
http://cehd.umn.edu/NCEO/2percentReg/Federal-
RegApril9TwoPercent.pdf
U. S. Department of Education (2007b, December 21).
Standards and assessments peer review guidance: information and
examples for meeting requirements of the No Child Left Behind
Act of 2001. Washington DC: Office of Elementary and
Secondary Education (OESE). Retrieved from
http://www.ed.gov/policy/elsec/guid/saaprguidance.pdf
Top of page |
Table of Contents
Appendix A
State Documents Used in
Analysis of Accommodations Policies
Table A1: State
Documents Used in Analysis of
Participation and Accommodation Policies
|
State
|
Document
Description
|
|
California
|
California
Department
of
Education
–
Testing
Variations,
Accommodations,
and
Modifications
http://www.cde.ca.gov/ta/tg/sr/documents/staraccommtrx08.doc
http://www.cde.ca.gov/ta/tg/sa/documents/varmodac2010fnl.doc
California
Department
of
Education
–
Testing
http://www.cde.ca.gov/ta/tg/ |
|
Connecticut
|
Connecticut
State
Department
of
Education
–
Assessment
Guidelines
http://www.csde.state.ct.us/public/cedar/assessment/agl/resources/agl_12th_editionfinal_11-19-07.pdf
Connecticut
State
Department
of
Education
–
Connecticut’s
Supplementary
Guide:
Use of
Accommodations
for
Instruction
and
Assessment
http://www.csde.state.ct.us/public/cedar/assessment/agl/resources/Guide%20for%20t
he%20Proper%20Use%20of%20Accommodations%20for%20Instruction%20and%20Assessment%2012-07.pdf.
Connecticut
State
Department
of
Education
–
IEP
Manuals
and
Forms
www.sde.ct.gov/sde/lib/sde/word_docs/DEPS/Special/IEPmanual.doc
|
|
Kansas
|
Kansas
State
Department
of
Education
–
How
to
Select,
Administer,
and
Evaluate
Accommodations
for
Instruction
and
Assessment
http://
www.ksde.org/LinkClick.aspx?fileticket=nYNm46DwhSI%3d&tabid=2365&mid=5434
Kansas
State
Department
of
Education
–
Accommodations
Manual:
How to
Select,
Administer,
and
Evaluate
Accommodations
for
Instruction
and
Assessment
(2008)
http://www.ksde.org/Portals/0/Assessments/2008Accomm_Man.pdf
|
|
Louisiana
|
Louisiana
Department
of
Education
–
Test
Administration
Manual:
English
Language
Arts,
Mathematics,
Science,
Social
Studies,
Grades
4–11
(Spring
2009)
http://www.doe.state.la.us/lde/uploads/13183.pdf
|
|
North
Carolina
|
North
Carolina
Public
Schools
–
Testing
Student
with
Disabilities:
North
Carolina
Testing
Program(2008)
http://www.ncpublicschools.org/docs/accountability/testing/alternate/disabilities/testingstudents.pdf
North
Carolina
Public
Schools
–
Testing
Student
with
Disabilities:
North
Carolina
Testing
Program(2008)
http://www.ncpublicschools.org/docs/accountability/policyoperations/0708tswdsupplement.pdf
|
|
North
Dakota
|
North
Dakota
Department
of
Public
Instruction
–
Assessment
Accommodations
http://www.dpi.state.nd.us/testing/assess/appendix_e.pdf
North
Dakota
Department
of
Public
Instruction
–
North
Dakota
State
Assessment:
Test
Coordinator’s
Manual
Fall
2009
http://www.dpi.state.nd.us/testing/assess/manual09.pdf
|
|
Oklahoma
|
Oklahoma
State
Department
of
Education
–
Test
Preparation
Manual
http://www.sde.state.ok.us/AcctAssess/pdf/OMAAP/TestPrepManual.pdf
|
|
Tennessee
|
Tennessee
Department
of
Education
–
2008–2009
Instructions:
TCAP
Accommodations
for
Students
with
Disabilities
http://
tennessee.gov/education/speced/doc/93008accominstruct.pdf
Tennessee
Department
of
Education
–
Spring
2009
MAAS
Test
Administration
Manual
http://tennessee.gov/education/assessment/doc/MAASTAM_09.pdf
|
|
Texas
|
Texas
Education
Agency –
Texas
Assessment
of
Knowledge
and
Skills–Modified
(TAKS–M):
Participation
Requirements
for
TAKS–M
http://ritter.tea.state.tx.us/student.assessment/resources/taksm/participationreq.pdf
Texas
Education
Agency –
Texas
Student
Assessment
Program,
2008–2009
Accommodations
Manual:
Guidelines
for
Selecting,
Administering,
and
Evaluating
the Use
of
Accommodations
for All
Students
http://ritter.tea.state.tx.us/student.assessment/admin/AccommManual_2008_09.pdf
|
Top of page
Appendix B
Specifications Tables
Table B1: Specifications
and Descriptions of "Certain
Circumstances," "Implications for
Scoring," and "Other" AA-MAS
Presentation Accommodations
|
California
|
Braille:
Math:
Available
for
grades
3, 4, 5;
ELA:
Available
for
grades
3–7 on
CMA.
(Regular
test:
Available
at all
grades.)
|
|
Connecticut
|
Read
Aloud
Questions
–
Allowed
in math
only.
|
|
Kansas
|
Read
Aloud
Questions
–
Allowed
on math,
science,
and
social
studies
tests.
Allowed
only for
reading
questions
and
answers.
Reading
the
reading
passages
is
considered
a
modification
resulting
in the
score
being
counted
as not
tested.
Other –
Repeat
Questions
and
Responses
from
Classmates;
Allow
student
Multiple
Reads;
Nemeth
Code.
|
|
Louisiana
|
Read
Aloud
Questions
–
The
passages,
questions,
and
answer
options
on the
Reading
and
Responding
session
of the
English
Language
Arts
test
cannot
be read
aloud.
The
tests
must be
read
exactly
as
written.
When
reading,
the test
administrator
must
exercise
caution
to avoid
providing
answers.
Sign
Interpret
Directions
– A
test
administrator
who is
fluent
in the
signing
modality
routinely
used by
a
student
should
be
available
to
repeat
or
clarify
directions.
Sign
Interpret
Questions
–
The
passages,
questions,
and
answer
options
on the
Reading
and
Responding
session
of the
English
Language
Arts
test
cannot
be
signed
or cued.
A test
administrator
who is
fluent
in the
signing
modality
routinely
used by
a
student
should
be
available
to sign
tests.
Fingerspelling
must not
be used
to
administer
items
that
require
students
to
demonstrate
the
skill of
spelling.
Signs
must not
be used
when the
sign
would
reveal
the
answer
to the
questions—these
words
are to
be
fingerspelled.
Care
should
also be
taken in
the use
of
nonmanual
markers
(facial
expressions,
body
language,
objects)
that
might
reveal
the
answer
to the
question.
Test
items
must be
signed
exactly
as
written.
Familiar
Examiner
–
Test
administered
by ESL
teacher
or by
individual
providing
language
services
for LEP
students
taking
the LAA
2.
Native
Language
Translation
of
Directions
and/or
Items –
Allowed
for
directions
only.
|
|
North
Carolina
|
Read
Aloud
Questions
–
Not
allowed
during
the
NCEXTEND2
End of
Grade
tests in
reading
or the
NCEXTEND2
OCS in
Occupational
English
1 tests.
Allowed
on math
and
writing
tests.
Sign
Interpret
Questions
–
Not
allowed
during
the
NCEXTEND2
End of
Grade
tests in
reading
or the
NCEXTEND2
OCS in
Occupational
English
1 tests.
Allowed
on math
and
writing
tests.
Increased
Space
Between
Items
–
One test
item per
page.
|
|
North
Dakota
|
Read
Aloud
Questions
–
Allowed
for test
items
and test
answer
choices.
Reading
aloud a
reading
passage
on the
reading
test is
a
modification
that
results
in the
student
being
counted
as a
non-participant.
Repeat/Reread/Clarify
Directions
–
Standard
administration
of the
NDSA and
NDAA 2
allows
the test
administrator
to
repeat
directions
if
needed.
Consequently,
this
activity
is not
considered
an
accommodation
for the
NDSA or
NDAA2 as
it
applies
to all
students.
Other –
Paraphrased,
Clarified,
or
Simplified
Test
Items
and/or
Answer
Choices
are
considered
modifications;
Reduced
Number
of Test
Items
in any
content
area is
considered
a
modification;
Reduced
Number
of
Answer
Choices
for test
items is
considered
a
modification.
|
|
Oklahoma
|
Read
Aloud
Questions
–
Allowed
on all
tests
except
the
Reading/English
II
multiple-choice
test.
Sign
Interpret
Questions
–
Allowed
on all
tests
except
the
Reading/English
II
multiple-choice
test.
Other –
Assist
student
in
Tracking
and/or
Sequencing
of test
items.
|
|
Tennessee
|
Large
Print –
Any
Large
Print
test
must be
requested
in
advance;
"Readers"
for
illustrations
and
graphs
are
permitted
with the
Large
Print
versions
of the
TCAP
assessments
only
when
students
have
Visual
Impairment
verified
on the
IEP.
Extended
time for
students
using
Large
Print
tests is
not
permitted
unless
documented
on the
IEP or
504
Service
Plan.
Read
Aloud
Directions
– Must
be
documented
in the
student’s
IEP or
504
Service
Plan.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
hear the
test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
Internal
Test
instructions
must be
read
exactly
as they
are
written
in the
test
booklet.
The Test
Administrator
may
not
explain
the
meaning
of any
words
read to
the
student.
Read
Aloud
Questions
– Must
be
documented
in the
student’s
IEP or
504
Service
Plan.
Reading
Aloud-Internal
Test
Items
may be
used on
all
tests,
including
those
measuring
reading/language
arts, as
appropriate.
Students
using
this
accommodation
are to
be as
independent
as
possible.
The IEP
Team or
504
Review
Committee
must
specify
the
extent
to which
the
student
is to
receive
the
accommodation
during
the
administration
of a
TCAP
assessment
(e.g.,
the
entire
test is
read
aloud or
certain
passages
are read
aloud.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
hear the
test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
The Test
Administrator
may
not
explain
the
meaning
of any
words
read
to the
student.
Internal
Test
Items
must be
read
exactly
as they
are
written
in the
test
book.
Sign
Interpret
Directions
–
Directions
normally
read
aloud to
students
may be
signed
verbatim
for
students
who
typically
use sign
language.
Only
spoken
portions
of the
directions
may be
signed.
The
interpreter
must not
fingerspell
words
that
have a
commonly
used
sign.
Sign
Interpret
Questions
– Must
be
documented
in the
student’s
IEP or
504
Service
Plan.
This
accommodation
may be
used
only by
students
with a
Hearing
Impairment/Deafness.
Sign
language
interpreters
should
attempt
to sign
test
instructions
and
items
exactly
as
written.
The
interpreter
may use
a sign
that is
close to
a word
during
test
administration
when
doing so
would
not
reveal
the
answer
to the
question.
Any time
there is
a
standard
sign for
a word
or
concept,
the sign
is to be
used
during
the test
administration
if at
all
possible.
In the
event
that
there is
no
standard
sign and
a
shortcut
sign is
available,
the
shortcut
sign may
be used
during
the
administration
of a
TCAP
test if
the sign
will not
indicate
the
answer.
A
shortcut
is a
sign
created
in the
classroom
setting
between
the
interpreter
and the
student
for a
commonly
used
subject-specific
word for
which
there is
no sign.
Shortcut
signs
are not
to be
created
during
the
actual
administration
of a
TCAP
test.
Finger
spelling
must not
be used
to
administer
items
that
require
the
student
to
demonstrate
the
skill of
spelling.
The
interpreter
is to
sign
greater/less
than
signs,
equal
signs,
exponents,
etc., in
the same
manner
they are
signed
when
used
during
classroom
instruction
and
similar
classroom
assessments.
The
interpreter
is not
to sign
information
that
would
provide
the
student
with the
answer.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
hear the
test
administration.
Repeat/Reread/Clarify
Directions
–
Directions
normally
read
aloud or
signed
to
students
may be
reread/signed
verbatim
as
needed.
Student
Highlighting:
Not
allowed
in Grade
3.
Student
Reads
Test
Aloud –
The
student
may read
aloud
the test
being
administered
to
him/her
in an
individual
setting.
Prompt/Encourage
– Must
be
documented
in the
student’s
IEP or
504
Service
Plan;
this
accommodation
is
appropriate
for
students
who may
need
only
certain
words
read to
them
upon
request.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
hear the
test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
Internal
test
directions
and
internal
test
items
must be
read
exactly
as they
are
written
in the
test
book.
The Test
Administrator
may
not
explain
the
meaning
of any
words
read
to the
student.
|
|
Texas
|
Large
Print:
In
most
cases
student
will
have
visual
impairment.
Must
seek
approval
if
student
does
not.
Braille:
In
most
cases
student
will
have
visual
impairment.
Must
seek
approval
if
student
does
not.
Native
Language
Translation
of
Directions
and/or
Items –
Allowed
for
directions
only.
Other –
Photocopies
of Test.
|
Table B2: Specifications
and Descriptions of "Certain
Circumstances," "Implications for
Scoring," and "Other" AA-MAS Equipment
and Materials Accommodations
|
California
|
Audio/Video
Equipment
–
Audio CD
presentation
of test
questions.
Math:
Available
for
grades
3, 4, 5.
ELA:
Available
for
grades
3–7.
Calculator
–
Allowed
on the
math
test in
grades
5–7. (A
modification
on
regular
test.)
Manipulatives
–
Allowed
on the
math and
science
tests.
(A
modification
on
regular
test.)
Assistive
Technology
–
Not
allowed
if
assistive
device
interferes
with the
independent
work of
the
student
on the
multiple-choice
and/or
essay
responses.
(Assistive
technology
that
interferes
with
independent
work is
considered
a
modification
on
regular
test.)
Math
Tables/Numberline
–
Arithmetic
table or
formula
(not
provided)
not
allowed.
(A
modification
on the
regular
test.)
Dictionary/Glossary
–
Dictionary
not
allowed.
(A
modification
on the
regular
test.)
|
|
Connecticut
|
Audio/Video
Equipment
–
Closed-circuit
TV (Optalec/Visualtec).
Calculator
–
Talking
calculators
are
allowed
only for
blind or
visually
impaired
students.
Abacus –
Allowed
only for
blind or
visually
impaired
students.
|
|
Kansas
|
Calculator
–
The use
of
calculation
devices
on
non-calculator
portions
is a
modification
resulting
in the
score
being
counted
as not
tested.
Math
Tables/Numberline
–
Math
journals
are a
modification
that
results
in the
score
being
counted
as not
tested.
Integer
numberlines
are
allowed
as an
accommodation
on the
math
test.
Other –
Adjustable
Height
Desk;
Raised
or Bold
Line
Rulers.
|
|
Louisiana
|
Dictionary/Glossary
– An
electronic
dictionary
may be
used
only
during
the
Writing
session
of the
English
Language
Arts
test.
LEP
students
may use
either a
standard
or
electronic
English/native
language
word-to-word
dictionary
on all
LAA 2
tests.
On the
English
language
Arts
writing
session,
students
may use
an
English/native
language
word-to-word
dictionary
with
definitions.
|
|
North
Dakota
|
Calculator
–
For
NDAA-2
calculator
embedded
into
assessment
design.
Supplies
given to
student
for
NDAA-2
include
calculator.
(On
regular
test
calculator
allowed
in
certain
circumstances.
Allowed
on
Parts,
2, 3, 4
Math.
Not
allowed
on Grade
3 math
test.)
Manipulatives
–
For
NDAA-2
manipulatives
embedded
into
assessment
design.
Supplies
given to
student
for
NDAA-2
include
manipulatives.
|
|
Oklahoma
|
Calculator
–
Allowed
in math
only.
Abacus –
Allowed
when
using a
Braille
test
only.
Dictionary/Glossary
–
Word-to-word
dictionaries
(that do
not give
definitions).
|
|
Tennessee
|
Calculator
–
Must be
documented
in the
student’s
IEP or
504
Service
Plan.
May only
be used
for
Mathematics
portion
of the
grade
3–8
version
of the
TCAP
MAAS, as
appropriate.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
have
access
to the
calculator
during
the test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
Audio-video
Equipment
–
Audio
versions
of the
test are
sent
along
with the
Braille
edition
of the
TCAP
Achievement
Test.
Manipulatives
–
Must be
documented
in the
student’s
IEP or
504
Service
Plan.
May be
used
where
manipulatives
are used
consistently
throughout
the
mathematics
program.
Manipulatives
include
number
lines,
counters,
shapes,
textured
material
(e.g.,
sandpaper),
representations
of
money,
beads,
or any
other
items
that may
be
physically
counted
or
manipulated
by the
student.
Manipulatives
used on
TCAP
assessments
must be
the same
manipulatives
used
throughout
classroom
instruction
and
similar
assessments.
When the
student
typically
uses
manipulatives
in
mathematics
instruction,
those
manipulatives
should
be
brought
to the
mathematics
testing
session.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
have
access
to the
manipulatives
during
the test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
The Test
Administrator
may
not
review
the
test to
determine
if
additional
manipulatives
are
needed.
Assistive
Technology
–
Must be
documented
in the
student’s
IEP or
504
Service
Plan
goal
where
technology
is used
consistently
throughout
the
general
education
program.
Technology
used as
an
accommodation
must be
necessary
for
everyday
communication
and
post-school
success.
Assistive
technology
can
include,
but is
not
limited
to,
computers,
speech
synthesizers,
communication
devices,
word
processors
with or
without
talk-text
technology
and
electronic
readers.
Any
device
that
would
"Reads
Aloud"
the
Reading/Language
Arts
portions
of the
Achievement
Test
requires
IEP
documentation
of Read
Aloud
Internal
Test
Items.
Math
Tables/Numberline
–
Must
be
documented
in the
student’s
IEP or
504
Service
Plan.
May only
be used
for
Mathematics
portion
of the
grade
3–8
version
of the
TCAP
MAAS, as
appropriate.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
may not
have
access
to it
during
the test
administration.
This may
be
provided
in an
individual
or small
group
setting
with
students
needing
the same
accommodation.
Other –
Audio
Recorder/Plays
Back
Immediately
for
Comprehension:
Must be
documented
in the
student’s
IEP or
504
Service
Plan.
This
accommodation
is
effective
for
students
when
reading
fluency
is on
grade
level
and
difficulty
in
reading
comprehension
is
documented.
The
student
must be
tested
in an
isolated
area in
which
students
who do
not need
the
accommodation
cannot
hear the
student’s
speaking
or
playback
of the
tape.
Only the
student
may read
into the
audio
recorder.
The
student
may read
only
internal
test
instructions
and
items
into the
audio
recorder
to be
played
back
immediately
for
response.
The used
audiotape
must be
returned
to the
Tennessee
Department
of
Education.
|
|
Texas
|
Calculator
–
Allowed
on math
and
science
tests.
Graphing
calculators
must be
provided
on
TAKS-M
science
tests in
grades
10 and
11/exit
level
and math
tests at
grades
9–11/exit
level.
May be
allowed
at
grades
3–6 with
submission
and
approval
of
accommodation
request
form
(ARF).
Allowed
at
grades 7
and up.
(On
regular
test
[i.e.,
TAKS
(accommodated)]
not
allowed
at
grades
3–6. May
be
allowed
at
grades 7
and 8
with
submission
and
approval
of ARF.)
Dictionary/Glossary
–
Allowed
on the
following
TAKS-M
tests:
the
written
composition
section
of the
grade 7
writing
test,
the
entire
grade 9
reading
test,
the
written
composition
and
reading
sections
of the
grades
10 and
11/exit
level
ELA
tests,
and the
LAT
administration
of the
grade 10
ELA
test.
Standard
English
dictionaries
are
allowed
on the
math
test but
teacher
or
student-made
dictionaries/glossaries
containing
definitions
of
vocabulary
specific
to
reading
require
a
submission
of an
Accommodation
Request
Form for
all
tests.
Thesaurus
–
Allowed
on the
following
TAKS-M
tests:
the
written
composition
section
of the
grade 7
writing
test,
the
entire
grade 9
reading
test,
the
written
composition
and
reading
sections
of the
grades
10 and
11/exit
level
ELA
tests,
and the
LAT
administration
of the
grade 10
ELA
test.
Other –
Supplemental
Aids:
Must be
a tool
and not
a source
of
direct
answers,
meaning
that the
students
can use
the aid
to
figure
out the
answer,
NOT just
look at
the aid
to find
the
answer.
TAKS-M—allowed
for any
grade
and any
subject
if in
IEP. (On
regular
test,
[i.e.,
TAKS
(Accommodated)]—May
be
allowed
for any
grade or
subject
with the
submission
and
approval
of an
accommodation
request
form
[ARF]).
A
description
of the
process
needed
to solve
a
problem
is
allowed
on the
math
test.
Mnemonic
devices
are
allowed
on all
tests.
List of
grammar
rules is
allowed
on the
Writing/ELA
test.
Strategy
checklists
that
contain
general
information
may be
used on
the
Reading/ELA
and
Writing/ELA
tests.
Vocabulary
list
allowed
on the
Writing/ELA
test.
Blank
maps and
timelines
that
contain
dates
allowed
on the
social
studies
test.
Skills
checklists
allowed
on the
social
studies
test.
Non-labeled
graphics
of the
water
cycle, a
life
cycle,
or a
food
chain
are
allowed
on the
science
test.
|
Table B3: Specifications
and Descriptions of "Certain
Circumstances," "Implications for
Scoring," and "Other" AA-MAS Response
Accommodations
|
California
|
Proctor/Scribe
–
Essay
responses
may not
be
dictated
orally
to a
scribe
(scribe
provides
spelling,
grammar,
and
language
conventions).
(Dictation
of essay
responses
considered
a
modification
on the
regular
test.)
Tape
Recorder
–
Essay
responses
may not
be
dictated
orally
to a
audio
recorder
(scribe
provides
spelling,
grammar,
and
language
conventions).
(Dictation
of essay
responses
considered
a
modification
on the
regular
test.)
Spell
Checker/Assistance
–
When
using a
word
processor,
spelling
and
grammar
functions
must be
turned
off for
essay
responses
in the
writing
portion.
(Spell
checker
considered
a
modification
on the
regular
test.)
Sign
Responses
to Sign
Language
Interpreter
–
Essay
responses
may not
be
dictated
orally
in
Manually
Coded
English,
or in
American
Sign
Language
to a
scribe
(scribe
provides
spelling,
grammar,
and
language
conventions).
(Dictation
of essay
responses
considered
a
modification
on the
regular
test.)
Speech/Text
Device –
Essay
responses
may not
be
dictated
orally
to
speech-to-text
converter
that
provides
spelling,
grammar,
and
language
conventions).
(Dictation
of essay
responses
to
speech-to-text
converter
considered
a
modification
on the
regular
test.)
|
|
Connecticut
|
Proctor/Scribe
– A
bubbler
is
allowed
on the
Math and
Reading
for
Information
tests
only.
Computer
or
Machine
– A
word
processor
is
allowed
on all
tests,
except
the
CMT-MAS
Degrees
of
Reading
Power
subtest.
Write in
Test
Booklet
–
Circle
answers
in test
booklet
(multiple
choice
items
only).
Sign
Responses
to Sign
Language
Interpreter
–
Allowed
for
multiple-choice
or
griddable
responses
on the
Math and
Reading
for
Information
tests
only.
Speech/Text
Device –
Screen
reader
is
allowed
only in
math.
Voice
recognition
software
is
allowed
on all
tests.
|
|
Louisiana
|
Proctor/Scribe
– On
the
English
Language
Arts
Writing
session,
the
scribe
must
write
exactly
what the
student
dictates,
without
punctuation
and
capitalization.
The
assistance
in
testing
must not
cue any
answer.
Spell
Checker/Assistance
– An
electronic
spellchecker
may be
used
only
during
the
Writing
session
of the
English
Language
Arts
test.
Speech/Text
Device –
An
electronic
reader
may not
be used
during
the
Reading
and
Responding
session.
A speech
synthesizer
or
communication
device
is
allowed
on all
tests.
|
|
North
Dakota
|
Other –
Word
Predictor
Programs.
|
|
Oklahoma
|
Computer/Machine
–
Without
the use
of
‘help’
features
like
spell
check.
Allowed
only on
the
English
II
Writing
test.
Tape
Recorder
–
Allowed
only on
the
English
II
Writing
test.
|
|
Tennessee
|
Extended
Time
–
Must be
documented
in the
student’s
IEP or
504
Service
Plan
goals
where
technology
is used
consistently
throughout
the
general
education
program.
The
amount
of
Extended
Time
must be
determined
by the
student’s
IEP Team
or 504
Review
Committee.
This
accommodation
may be
used
with all
assessment
materials,
including
Braille,
Large
Print,
and
regular
print
tests.
This
accommodation
may be
used
along
with
visual
aids
such as
masks,
pointers,
and
templates.
No test
should
be
administered
more
than 75
minutes
without
allowing
for a 10
minute
break.
The
student
must be
tested
in an
individual
setting
or small
group
setting
with
other
students
needing
the same
accommodation.
A test
or
subtest
for
which
Extended
Time is
used may
not
exceed
one
school
day.
Each
test/subtest
must be
completed
within
one
school
day.
|
|
Texas
|
Computer/Machine
–
Word-prediction
and
spell-check
must be
turned
off for
the
TAKS-M
grade 4
writing
test.
Spell
Checker/Assistance
–
Only
allowed
on
written
responses
(written
composition
and
open-ended
reading
responses).
Not
allowed
on the
revising
and
editing
sections
of the
writing
or ELA
tests or
on other
subject-area
tests.
May be
allowed
at grade
4 with
submission
and
approval
of an
accommodation
request
form
(ARF).
Allowed
at
grades
7, 10
ELA, and
11 ELA.
(On the
regular
test—e.g.,
TAKS
[accommodated],
not
allowed
at grade
4; may
be
allowed
at
grades
7, 9,
10, and
11 with
submission
and
approval
of ARF.)
Other –
Record
responses
on a
Dry-Erase
Board,
Chalkboard,
or
Scratch
Paper
(Blank,
Lined,
or Graph
Paper).
|
Table B4: Specifications
and Descriptions of "Certain
Circumstances," "Implications for
Scoring," and "Other" AA-MAS
Scheduling/Timing Accommodations
|
North
Dakota
|
Multiple
Sessions
–
Each
school
may
develop
its own
test
administration
schedule.
Students
requiring
shorter
testing
sessions
will
receive
these
without
identifying
this
deviation
from the
schedule
as an
accommodation.
With
Breaks –
Each
school
may
develop
its own
test
administration
schedule.
Students
requiring
more
breaks
will
receive
these
without
identifying
this
deviation
from the
schedule
as an
accommodation.
|
|
Tennessee
|
Extended
Time –
Must be
documented
in the
student’s
IEP or
504
Service
Plan.
Students
requiring
extended
time are
tested
in an
individual
or small
group
setting
with
others
requiring
this
accommodation.
Multiple
Sessions
–
Within
school
day.
Over
Multiple
Days –
Each
test/subtest
must be
completed
within
one
school
day. All
testing
must be
completed
within
the
system’s
testing
window.
Flexible
Scheduling
–
Includes
flexible
scheduling
of
subtests
and
Flexible
Time of
Day.
|
Table B5: Specifications
and Descriptions of "Certain
Circumstances," "Implications for
Scoring," and "Other" AA-MAS Setting
Accommodations
|
Kansas
|
Other –
Access
to a
computer
lab.
|
|
Louisiana
|
Individual
–
Individual
administration
must be
tested
one on
one by a
test
administrator
in a
location
separate
from
other
students.
Small
Group –
maximum
eight.
Seat
location/Proximity
–
Students
who
depend
primarily
on lip
reading
should
be
seated
no more
than ten
feet
from
test
administrator.
Other –
Background
Music.
Use of
Alternative
Writing
Position.
|
|
North
Carolina
|
Other –
Additional
school
support
(instructional
assistant,
special
education
or other
teacher)
who does
not help
the
student
read or
respond
to
items.
|
|
Oklahoma
|
Small
Group –
No
more
than
five
students.
|
|
Texas
|
Student’s
Home
–
Considered
a
modification.
Modifications
change
the
content
and/or
performance
standards
of what
is being
measured
by the
test.
|
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|
