“Preparing for PARCC Testing” RIDE Training Workshop

“Preparing for PARCC Testing” RIDE Training Workshop
Fall 2014

Today’s Workshop Welcome
Test Coordination: Preparing for PARCC Testing Accessibility Features and Testing Accommodations LUNCH Tech. Readiness Wrap-Up

Goals for Today Who? What? Where? When? Why? How?
By the end of today’s workshop you should be able to answer the following questions as you prepare for PARCC testing this year: Who? What? Where? When? Why? How? Use your LEA/school checklist throughout today’s workshop to help guide discussions and assist with planning. Everyone has a copy of the checklist. Use this checklist to: See timeline Plan year Document who will be responsible for each task

RIDE Contact Information Dr. Phyllis Lynch Director, Office of Instruction, Assessment, & Curriculum , Mike Ferry Director, Office of Data Analysis and Research , Dr. Kevon Tucker-Seeley PARCC Program Manager , Use alternate phone numbers if we are not available: , , or

Overview

PARCC Acronyms EOY PBA Name CBT Computer-Based Test CCSS
Common Core State Standards EBSR Evidence-Based Selected Response EL English Learners ELA/L English Language Arts/Literacy EOC End-of-Course (Block Testing) EOY End-of-Year (Regular Testing) LEA Local Education Agency LP Large Print PBA Performance-Based Assessment LTC LEA Test Coordinator Acronym Name PBT Paper-Based Test SRI Student Registration Import PNP Personal Needs Profile SCED School Codes for the Exchange of Data STC School Test Coordinator SWD Students with Disabilities TA Test Administrator TAM Test Administrator Manual TCM Test Coordinator Manual TCS Teacher-Course-Student data TECR Tech-Enhanced Constructed Response Knowing and understanding commonly used acronyms will help you understand the language of PARCC assessments. These terms are often found in manuals and publications. You may be familiar with some of these terms from other assessments. It is important to become familiar with how the PARCC assessments use these terms.

What Is PARCC? The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states and the District of Columbia. PARCC tests: are for students in grades 3–11 are computer-based (paper-based tests available) are aligned with the Common Core State Standards (CCSS) measure higher-order skills such as critical thinking, problem-solving, and communicating effectively Are based on an evidence-centered design

PARCC Field Test In spring 2014, more than 1 million students in 16,000 schools took the PARCC field tests to “test the test items” and to try out technology platforms. The PARCC states learned a lot from the field tests and are already applying those lessons to the spring 2015 administration of PARCC tests to 5 million students. By working collaboratively and by reviewing feedback from Field Test participants, the states have made improvements based on what we learned. As a result: Test manuals are much-improved with better organization, less redundancy of content, and more user-friendly formatting Testing policies and guidelines have been updated for clarity and procedures have been streamlined as needed

PARCC Assessments: Non-Summative and Summative Components
Beginning of School Year End of School Year Flexible Administration Performance-Based Assessment Diagnostic Assessment Mid-Year Assessment End-of-Year Assessment Speaking and Listening Assessment The PARCC assessment system comprises a set of diagnostic, informative, and summative assessment components in English language arts (ELA)/literacy and mathematics for grades 3 through 11. The system includes 3 non-summative components and 2 summative components. The 3 non-summative components include:  Diagnostic assessments in reading, writing and mathematics are optional and offer flexible administration testing windows that will be scheduled locally. The diagnostic assessments will be available for teachers to use throughout the year and will be designed to pinpoint students’ strengths and weaknesses relative to key areas of the Common Core State Standards (CCSS).  Mid-year assessments in ELA/literacy and mathematics will also be optional and offer flexible administration testing windows that will be scheduled locally. The mid-year assessments will be performance-based and similar in structure and design to PARCC’s performance-based assessments. These non-summative “informative” assessments will be given approximately mid-way through the school year so that teachers will be able to use results to help inform decisions about curriculum, instruction and professional development. The “speaking and listening” non-summative assessment will be a required component of PARCC’s ELA/literacy assessment and will be assessed at the school level in accordance with local scheduling. All students participating in the PARCC assessments will be required to demonstrate speaking and listening proficiency using this tool, which will be designed to be administered anytime during the academic year. While this is a required component of the PARCC assessment, there are no plans to combine results from this component with those of the Performance-Based Assessment or End-of-Year Assessment to determine the summative assessment score. Key: Optional Required

PARCC Summative Assessments
Performance- Based Assessment (PBA) End-of-Year Assessment (EOY) 75% of School Year: 3 ELA/Literacy Sessions 2 Mathematics Sessions 90% of School Year: 1 or 2 ELA/Literacy Sessions* 2 Mathematics Sessions PARCC has two separate test administration windows for the summative assessment components. The first window is for the administration of the Performance-Based Assessment and the second window is for the administration of the End-of-Year. Both assessments will be administered in computer-based and paper-based formats and both test current year’s knowledge. The first component, PBA will be administered when roughly 75 percent of the school year has been completed and the second component, EOY will be administered when roughly 90 percent of the school year has been completed. Constructed response items and performance-based tasks make up the majority of items found on all Performance Based Assessments (PBAs) whereas the End of the Year (EOY) assessments will include selected-response type items such as multiple choice items or items that require students to drag and drop responses or select from many options. NOTE: PARCC’s two Required Assessments will Yield an Overall summative score for each student. Total Number of Sessions = 8 or 9 (*depending on grade)

2015 PARCC Testing Windows: “Regular” Administration
“Regular Administration” for Computer-Based Testing Performance-Based Assessment (PBA) March 16−April 10, 2015 End-of-Year (EOY) May 4−May 29, 2015 “Regular Administration” for Paper-Based Testing March 23−April 3, 2015 May 11−May 22, 2015 Notes: CBT test windows are 4 weeks long so schools have up to 20 consecutive school days for test administration. PBT test windows are only 2weeks long so schools have up to 10 consecutive school days for test administration.

2015 PARCC Testing Windows: “Block” Administration
“Block” Administration for Computer-Based Testing Performance-Based Assessment (PBA) April 13−May 8, 2015 End-of-Course Assessment (EOC) May 4−May 29, 2015 “Block” Administration for Paper-Based Testing April 27−May 8, 2015 May 11−May 22, 2015

Participation in PARCC Assessments
Unless eligible for the alternate assessment, all public school students in grades 3-10—and grade 11 students enrolled in Algebra I, Geometry, or Integrated Mathematics I/ II—are expected to participate in PARCC testing. PARCC English Language Arts (ELA)/Literacy: Students in grades 3-10 will take the grade-specific test. * PARCC Mathematics: Vast majority of students in grades 3-8 will take the grade-specific test. Middle school students enrolled in an Algebra I, Geometry, or Integrated Mathematics I/ II mathematics course will participate in these PARCC tests instead of the grade-specific mathematics test. Students in grades 9, 10, or 11 enrolled in an Algebra I, Geometry, or an Integrated Mathematics I/II course will participate in these PARCC tests. * Recently arrived LEP students first enrolled in any U.S. school after October 1, 2013 are not required to take the PARCC ELA/Literacy assessment in the school year. NOTE 1: ELA/Literacy testing will be exclusively grade-based for all grades while math testing for middle and high school students will depend on course enrollment. NOTE 2: No 12th graders will participate in PARCC testing at this time. NOTE: 3: High school students will be expected to have taken the PARCC Algebra 1 and Geometry tests prior to graduating.

PARCC ELA/Literacy Assessments
PBA tests: Students will complete three every grade, every year: Literary Analysis Task Research Simulation Task Narrative Writing Task EOY tests: Students will respond to innovative selected-response items (EBSRs and TECRs) Results will be combined with the PBA to produce student’s summative score EBSR: EVIDENCE-BASED SELECTED RESPONSE TECR: TECHNOLOGY-ENHANCED CONSTRUCTED RESPONSE

PARCC Mathematics Assessments
PBA tests: Students will respond to short-answer and selected-response items as well as complete extended tasks and solve multi-step mathematical problems EOY tests: Students will respond to innovative selected-response items Results will be combined with the PBA to produce student’s summative score

PARCC Assessment “Units”
Each content area assessment includes 1, 2Units. Sessions refer to the groups of tested students that are scheduled together (as set up in PearsonAccess Next for computer-based testing). NOTE THE ORDER FOR THE PBA ELA/LITERACY TEST IS THE ORDER IN WHICH THE UNITS MUST BE ADMINISTERED: LITERARY ANALYSIS RESEARCH SIMULATION NARRATIVE WRITING

Getting Ready for PARCC
Ensure course alignment with PARCC Content Frameworks for Common Core Algebra 1: Algebra I courses include the study of properties and operations of the real number system; reasoning with and creating equations and inequalities; interpreting and building functions; creating and interpreting linear, quadratic and exponential models; and representing and interpreting data. Check TCS course mapping and check SCED codes Teacher Course Student (TCS) data includes courses offered, sections of the courses, staff assigned to teach courses and students enrolled in a course. The TCS data is used for many purposes including providing teachers with student-level access to data in the Instructional Management System (IMS) and determining teacher growth as required for an educator’s evaluation. SCED: School Codes for the Exchange of Data

Test Coordination

Test Scheduling Establishing the Testing Schedule
LEAs and Schools may set their own schedules within each testing window (PBA, EOY). Testing may be done during regular school hours on any school day within each window. All PARCC scheduling must be done in PearsonAccess Next Policies on scheduling and testing time: All units within a content area must be scheduled and administered in sequential order for an assigned group of students For the PBT, each unit must be completed by all participating students within a grade/course at a school on the same school day For the CBT, each unit must be scheduled as close together as possible for all students within a grade/course at a school Schools should take into account breaks between sessions TIP: Schedule testing for the early part of each testing window to maximize number of available testing days in case of issues The old RIDE scheduling tool will only be used for NECAP Science from now on.

Test Scheduling: Make-Up Testing
Students who are absent, become ill, or who can no longer test because of a classroom or school interruptions during original test units, may utilize make-up testing. Students are not allowed to return to any portion of the test they have already completed. Test security and administration protocols apply. The School Test Coordinator will establish the make-up testing schedule for their school. Units may be taken out of order. Students who are not tested on the regular administration date should participate in make-up testing. Make-up session must be scheduled within the testing window. This includes students who start a unit and leaves school without finishing that unit, he or she may be allowed to complete that test on a different day. Make sure Test Administrators understand the procedures of make-up testing. Test Administrators should not allow students to go back to any portion of the test they have already completed. Students must resume testing exactly where they left off. Test Administrators must cover pages in the Test Booklets and closely monitor make-up testing to ensure students do not return to questions they have already answered. The same test security and administration protocols are in place for make-up test units as for the tests administered on the regularly scheduled days. It is the responsibility of the School Test Coordinator to inform the Test Administrator of the make-up testing schedule. For Make-Up Testing only, units may be taken out of order, however all units must be completed within the testing window. Refer to the PARCC Test Coordinator Manual, located on the PearsonAccess Next Support page for information about make-up testing.

Test Scheduling: Breaks
Scheduled breaks should occur between test units, not during a test unit. During a test unit, short stand-and-stretch breaks and individual restroom breaks may be permitted at the discretion of the Test Administrator. Example EOY (ELA Administration):

Test Scheduling: Testing Time
Guidelines for Testing Time In planning schedule, include Total “Unit Testing Time” for each unit. Unit Testing Time is the amount of time any student who needs it must be provided to complete the unit. The majority of students will complete each unit in the “Estimated Time on Task.” However, you must plan for the full time allotted for each unit so that all students have the opportunity complete the test. Estimated Time on Task is the approximate amount of time, based on data from the field test, in which the majority of students may complete a unit. It is provided for informational purposes only. Guidance and testing times can be found here:

TESTING TIMES: Grades 3, 4, & 5
Grade/Course PBA Unit 1 Unit 2 Unit 3 EOY Grade 3 ELA/Literacy Unit Time 75 60 - Est. Time on Task 50 40 Grade 3 Math Grades 4-5 ELA/Literacy 90 Grades 4-5 Math 80 70 55

TESTING TIMES: Grades 6, 7, & 8
Grade/Course PBA Unit 1 Unit 2 Unit 3 EOY Grades 6-8 ELA/Literacy Unit Time 75 90 60 Est. Time on Task 50 40 Grades 6-8 Math 80 70 55 AlgEBRA I* geometry* integrated math i, ii* *Based solely on course enrollment and not grade level.

TESTING TIMES: High School
Grade/Course PBA Unit 1 Unit 2 Unit 3 EOY Grades 9-10 ELA/Literacy Unit Time 75 90 60 Est. Time on Task 50 40 AlgEBRA I* geometry* integrated math i, ii* 80 Note: Grade 11 students will only participate in PARCC if they are enrolled in Alg. 1, Geometry, or one of the Integrated math courses. Grade 12 students will not participate in any PARCC testing. *Based solely on course enrollment and not grade level.

Test Scheduling: FAQs What is the difference between “session” and “unit”? Session: A session includes all of the units for a content area and may be scheduled across one or more days. Unit: Each content area (or session) is comprised of units. Sessions refer to the groups of tested students that are scheduled together (as set up in PearsonAccess Next for computer-based testing). NOTE THE ORDER FOR THE PBA ELA/LITERACY TEST IS THE ORDER IN WHICH THE UNITS MUST BE ADMINISTERED: LITERARY ANALYSIS RESEARCH SIMULATION NARRATIVE WRITING

Test Scheduling: FAQs Do the units (e.g., Literary Analysis Unit, Mathematics Unit 1) need to be administered in order? YES. All units within a content area must be scheduled and administered in sequential order for each group of students. However, if a student is absent and misses a unit, he may resume testing with his assigned group during regular testing. Only missed unit(s) will need to be rescheduled as a make-up unit.

Test Scheduling: FAQs Is it required that content areas (e.g., ELA/Literacy, Math) be administered in a particular order? NO. Schools/LEAs may use their discretion in scheduling which content areas are scheduled on what days, so long as units within each content area are administered in the correct order (except make-up testing).

Test Scheduling: FAQs Can schools schedule content areas on separate weeks? YES. Schools may use their discretion when scheduling sessions as long as units are administered in sequential order and all testing is completed by the last day of the testing window. Are schools required to begin testing on Monday? NO. Schools may use their discretion when scheduling units.

Test Scheduling: FAQs Can my school administer more than one unit per day? YES. Schools may use their discretion when scheduling units and may schedule more than one unit a day as long as each unit is completed within the school day. However, it is highly recommended that schools schedule no more than 2 units per day for any given student. NOTE: A single unit CANNOT be split over more than one day. Each individual unit must be completed within one school day.

Test Scheduling: FAQs Will students be allowed additional time? NO. Unless a student has an approved IEP or 504 Plan for an extended testing time accommodation, students are not allowed additional time beyond the Unit Testing Time. Information on testing time can be found online:

Test Scheduling: FAQs What is the recommended time that schools should schedule for testing sessions? Schools must schedule the full Unit Testing Times for each unit, even if they anticipate students may finish before the time is up. PARCC recommends that schools also build in an additional 30 minutes per unit to account for the following activities:

Test Scheduling: FAQs If all students in my unit finish early, can my class move onto the next testing unit? YES. If all of your students have finished a unit, the class may move onto the next testing unit if the schedule allows. Test Administrators must ensure students have a short break in-between testing units (e.g. stretch break, restroom break). If one of my students in my class finishes early, may he/she move onto the next testing unit? NO. A new unit cannot be started until all students in the previous unit are finished (except students who are absent) or until Unit Testing Time has expired.

Developing Protocols You will need to develop protocols for the following: Test security Training staff Substitute teachers Make-up testing Emergencies fire alarm, power outage, school closure, family emergency, doctor appointment during testing student getting sick during testing Damaged or destroyed test booklets Logistics issues Special accommodations (extended time, read aloud, small group) Enrollment or disenrollment of students during testing Communicating with families about PARCC

Test Security Plan A successful Security Plan will:
Inform individuals authorized to be involved in test administration to review security protocols, prohibited activities, testing irregularities, and security breaches and sign Security Agreement Designate central locked storage area for securing test materials Document that Technology Coordinators, Test Administrators, and Proctors have received necessary documentation and training for successful, secure administration of the PARCC tests Establish a documented chain of custody Ensure all authorized individuals sign Security Agreement (Appendix B of Manuals) prior to accessing secure materials. chain of custody protocol: Include procedures for documenting the hand off and return of test materials between School Test Coordinators and Test Administrators. Chain-of-Custody Form: See TCM Appendix D) Account for return of test materials to Pearson (PBT only). Include a process to document shredding or recycling, as appropriate, of test materials that are not returned to Pearson.

Training Plan Make sure that you:
Designate a fully-trained alternate Test Coordinator Ensure all school staff involved in administering PARCC tests are trained and understand their responsibilities and security protocols Ensure Test Administrators understand the expectation of “active proctoring” while students are testing Require Test Administrators to review Test Administrator Manual(s) prior to testing (Fall Block manuals available now in PearsonAccess Next. Spring manuals will be available in January, 2015) Ensure Test Administrators and Proctors sign the Security Agreement (see Appendix B of Manuals) after training is complete Train Test Administrators on all content in relevant sections and appendices of TCM as well as the Test Administrator responsibilities sections of the TAM. For CBT, train Technology Coordinators in the same areas, as well as areas outlined in the PearsonAccess User Guide. For CBT, Test Administrators should be familiar with how to assist students with errors when logging in and with monitoring, resuming, submitting tests, and logging out. You should determine how Test Administrators can get assistance from Technology Coordinators during testing, if necessary. NOTE: A separate training should be provided for special education staff. The training should cover accessibility features and introduce the new accommodations that will be available in the PARCC assessment. In addition, teachers need training in incorporating these electronic aids into daily instruction so that they don’t present a new barrier to student performance during assessment.

Preparing Teachers PARCC training should occur throughout year this first year of administration Your training this fall should include an overview of PARCC You should also include training on how to access the practice tests and sample items: If your LEA/school is administering the computer-based tests, make sure computer lab time is scheduled so your teachers and students can take the practice tests and get familiar with the online tools and accessibility features before spring testing starts. If your school will only be administering paper-based tests, you should still schedule computer lab time to expose students to PARCC test items via the practice tests. NOTE: DEMONSTRATE THE PRACTICE TEST SITE AND SHOW WHERE SAMPLE ITEMS ARE LOCATED. The TA presentation is currently available for Fall Block test administration but the info will be very similar to the presentation for spring paper-based testing.

Preparing Teachers RIDE is currently offering a suite of professional development opportunities this fall that are focused on increasing educators’ knowledge and understanding of PARCC’s ELA/literacy and mathematics assessments to be administered in Spring 2015. “After school” informational sessions are scheduled throughout the state to accommodate educators from across grade levels; “During school” professional development sessions will also be offered to provide an opportunity to develop a deeper understanding of PARCC ELA/literacy and mathematics assessments. Registration for both session types can be completed within eRIDE:

Preparing Teachers PARCC has new online modules available to assist you with training: There is an “overview” guide available that will help you facilitate discussions: DEMONSTRATE ONLINE MODULES

Preparing Teachers Here’s a screenshot of the main page for the PARCC modules: =3&W1=1280&H1=916&W2=1280&H2=916&W3=1280&H3=916 DEMONSTRATE. CLICK ON LINK AND THEN SHOW “RESOURCES” AND OTHER LINKS.

PearsonAccessNext Resources
Here’s a screenshot of the main page (

Logistics Plan To ensure successful and secure administration of the PARCC tests, make sure that your Logistics Plan includes the following tasks: Identify all students participating in each grade-level test Authorize individuals to serve as Test Administrators Train all relevant staff Plan for the distribution and collection of testing materials Designate appropriate testing spaces Schedule test administration sessions and locations Work with teachers to schedule Practice Tests for their assigned students prior to testing Inform students and parents about the PARCC tests

Logistics Plan Plan ahead to provide “accessibility features” for all students and accommodations for ELL/LEP students and students with disabilities on test day by: Reviewing each student’s approved IEP or 504 Plan ahead of time Preparing a list showing each student and his/her specific accommodation(s) Indicating specific test settings or Test Administrators (if required) Training all Test Administrators (including substitutes) on PARCC test accommodations and accessibility features

Logistics Plan Prepare a record of Test Administrators and their students for each testing session Assign students and testing locations to Test Administrators Establish school policy* for dismissing students and/or allowing them to read a recreational book after completing individual tests Develop a plan to store the Test Administration Manuals between PBA and EOY administrations (CBT only) Consult with Technology Coordinator to confirm that all computers used for testing meet minimum requirements for computer-based testing (refer to the PearsonAccessNext User Guide for details on infrastructure and system requirements) *RIDE will allow schools to decide whether to dismiss students when they complete testing and turn in test materials (PBT) or submitted test and logged off of computer (CBT). Schools may allow students to be dismissed to go to a designated location in school building or require students to sit quietly or read a recreational book while other students finish testing.

Technology Coordinator Tasks
For Computer-Based Testing (CBT), the Technology Coordinator must complete the following before the first day of testing: Review Test Coordinator Manual sections that apply to the Technology Coordinator Review Technology Coordinator Checklist Review PearsonAccessNext User Guide for specific instructions on PearsonAccess functions and technology-related troubleshooting Review “Setting Up” and “Infrastructure Trial” online training modules Prepare Student Computers and Test Administrators’ Computers for Testing* *Prepare Student Computers for Testing Set computers so that the URL shortcut is available on each device screen. Prepare computers to meet security needs: *Prepare Test Administrators’ Computers Designate a school computer as the proctor caching computer. Refer to the PearsonAccess Next User Guide for complete details and instructions.

Communicating with Families
It is important to develop a protocol to ensure families are informed about PARCC testing. Your protocol should include: Overview of PARCC Information about Common Core and how your LEA/school is preparing students for PARCC Testing requirements (grade levels, subjects, testing times, exemption policies) Test windows Resources available (including sample items, practice test, accommodations)

Test Coordination Team Discussion

Team Discussion Please refer to the “Who, How, Where, When, and What” handout. Work with others at your table to answer the following questions: Who will train staff? How will we prepare students for PARCC testing? How will we ensure students receive accommodations they need? Where will we test students with accommodations? When (and How) will we communicate with families about PARCC? What questions do we still need answers to? We will reconvene in 15 minutes to answer questions that came up during discussions. INTERNAL DRAFT - DO NOT DISTRIBUTE

Additional Support

Available Online Resources
“10 Things to Know about PARCC”: Class-Standards/Assessment/PARCC/Ten_Things_to_Know_About_PARCC.pdf PARCC Practice Tests and Sample Items: TestNav 8 Tutorial: PARCC Accessibility Features and Accommodations: RIDE’s PARCC Information: PARCC Manuals and Online Modules: and PARCC for Educators: and PARCC for Parents: Spring “regular administration” TAM/TCM will be posted online on 12/18/14 INTERNAL DRAFT - DO NOT DISTRIBUTE

Upcoming PARCC Training
What: 1) “Live” webinars; 2) Spring half-day Test Coordinator training workshop Topics: Test Administrator Q&A webinar; testing accommodations and accessibility features webinar (*webinar topics not yet finalized); Test Coordinator training workshop (focus will be on policies & procedures) When: January/February (*dates not yet finalized) Who: Test Administrators, SPED Directors, Test Coordinators Where: Online (webinars) and in-person (spring workshop) How: Notifications will be sent via Commissioner’s weekly field memo and the Test Coordinator listservs INTERNAL DRAFT - DO NOT DISTRIBUTE

PARCC Support Contact Information Call Toll free: (7:00 am – 9:00 pm EST, Mon. –Fri.) Online Support and Resources: Contact PARCC Support for assistance with: navigating PearsonAccessNext navigating the Training Center managing student data setting up test sessions managing user IDs and passwords accessing resources setting up proctor caching submitting additional orders shipment inquiries TestNav Many resources are available online at PARCC Support can be reached toll free from 6:00 am through 8:00 pm, Central Time, Monday through Friday at You may also send an to You can contact PARCC Support for assistance with: navigating PearsonAccess navigating the Training Center managing student data setting up test sessions managing user IDs and passwords accessing resources setting up proctor caching submitting additional orders shipment inquiries TestNav

Accessibility Features and Test Accommodations

Agenda Purpose Types of Accessibility Features and Accommodations
Administrative Considerations for All Students Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Identified in Advance Accommodations for English Learners (EL) Identified in Advance Decision Making Process Accommodation Forms For Special Circumstances Resources

A New Vision for Accessibility
Apply principles of universal design for accessible assessments during every stage of development Minimize/eliminate features of the assessment that are irrelevant to what is being measured Measure the full range of complexity of the standards Leverage technology for the accessible delivery of assessment Build accessibility throughout the test itself without sacrificing assessment validity Use a combination of ‘accessible’-authoring and accessible technologies from the inception of items and tasks

Administrative Considerations for All Students
School based teams (including IEP, 504, or EL teams as appropriate) may determine if any student requires any of the following test administration considerations: Small group testing Frequent breaks Time of day Separate or alternate physical location Specified area or seating Adaptive and specialized equipment, furniture, or lighting Administrative considerations such as small group testing, frequent breaks, the time of day or location of testing, specific seating or specialized equipment is determined locally by school based teams. These teams may be an IEP, 504, or EL team as appropriate; however, it may be another school based team. Administrative considerations are available to any student regardless of the student’s status as a student with a disability or English Learner. Please note: IEP, 504, and EL teams may still wish to document this in a student’s IEP, 504 Plan, or EL Plan based on individual needs.

Types of Accessibility Features and Accommodations
Features for All Students Accessibility Features Identified in advance Accommodations IEP/504/EL Features for all students PARCC has designed an inclusive three-tier accessibility system that includes computer-embedded accessibility features that are intended to increase access for all students, regardless of disability, language, or level of achievement. Tier I represents features for all students that are tools embedded in the computer-delivered system available to all students to use such as font magnification, highlighting tool, bolding, underlining. Universal design principles will enhance the assessment experience for all students and help us rethink our approach to accessibility, whether we are teachers, administrators, or test designers. Accessibility features Up until now, only students with IEPs or 504 plans had access to accessibility features. Universal design principles extend accessibility features to all. The new challenge is to ensure that students and educators choose wisely from the available features. Some computer-embedded accessibility features are only needed by a small number of students. Tier II represents accessibility features that have tools embedded in the computer-delivered system open to all students to use, but must be made available at the discretion of school-based educators. Examples of Tier II accessibility features include answer masking or text-to-speech for mathematics. Accessibility features identified in advance Accessibility features are only turned on for students who need or prefer them. The decision to use these features is made by students and their educators and parents in advance of the assessment. Accommodations Accessibility features increase access for most students, but some students with disabilities or English learners will require additional access through the use of accommodations. For students with disabilities, IEP or 504 team members are responsible for making decisions about which accommodations the student will need, as well as which features to increase accessibility must be selected for students. For English learners, accommodation decisions are made by an educator who is familiar with their English language proficiency. Features for All Students: These are tools LEA make available to all students to use as part assessment administration. Examples of this include highlighters and blank paper. Accessibility Features (identified in advance): These tools are available to all students, but may require more intensive planning and support during administration. The student then can choose to use the tool in the test once it is made available to them. Examples of accessibility features include masking cards and color overlays. Accommodations: These are adjustments to the test setting, test format, or test administration procedures that provide equitable access for Students With Disabilities (SWD), students who are English Learners (EL), and students with disabilities who are also English Learners. Examples of accommodations on the paper-based assessment include extended time and word prediction software on an external device. .

Accessibility Features for All Students PBT and CBT
Paper-Based Testing Computer-Based Testing Auditory Aids Volume Control Blank Paper Highlighter Highlighter Tool General Administration Directions Clarified General Administration Directions Read Aloud and Repeated Glossary in Footnotes Pop-Up Glossary Magnifying Glass or Enlargement Device Magnification/Enlargement Device Redirect Student to Test Spell Checker Writing Tools Visual Aids/Organizers Eliminate Answer Choices Flag Items for Review Line Reader (Straight Edge) Line Reader Accessibility features on paper-based assessments are similar to accessibility features embedded in the test engine.

Accessibility Features for All Students for PBT
Administration Instructions Auditory Aids The student uses amplification devices, noise buffers, or white noise machines (provided by the school or student). Blank Paper The student may be provided blank sheet(s) of paper on which to plan or organize item responses. General Administration Directions Clarified Test Administrator clarifies directions for students who raise their hands and ask. General Administration Directions Read Aloud and Repeated Test Administrator reads directions aloud for all students, and repeats only to students who raise their hands and ask. Glossary in Footnotes A glossary of pre-selected terms is provided in the footnotes of the test booklets. Highlighter (grades 4 – 11) Students may choose to bring an external highlighter and highlight for understanding in their test booklets , but NOT their answer document. Combined (“consumable”) booklets for Spring administration; may have separate booklets. On this screen you will see a list of accessibility features available for all student for Paper-Based Testing. Accessibility features for all students are available for all grades/courses and content areas unless otherwise noted. In the column on the right you will find administration instructions which offer additional guidance on how Test Administrators provide accessibility features. It is important to note that Grade 3 has a consumable test booklet so it can not be written in. This list can also be found in the PARCC Test Administrator Manual, found on the Support page of PearsonAccess Next. Clarifying test directions The test administrator clarifies general administration instructions only. The administrator may clarify directions for students who raise their hands and ask. Or the administrator may read the instructions aloud for all students, and then clarify for individuals. No part of the test may be clarified, nor may any assistance be provided to the student during testing. The test administrator can also redirect a student's attention to the test without coaching or assisting in any way. In addition, students can click a button to read aloud or repeat instructions. If they can't wear headphones, they must be tested in a separate setting.

Accessibility Features for All Students for PBT
Administration Instructions Line Reader Students may be provided a straight edge, or paper to assist with tracking. Magnification/Enlargement Device Students may bring their own magnifying glass, or use a magnification device such as a CCTV. Redirect Student to Test Test Administrator redirects individual students based on need. Spell Checker Students may bring their own external spell check device. Device cannot have embedded grammar check, connect to the internet, or save information. Visual Aids/Organizers (eliminate answer choices) Students can scratch out or mark with an “X” answers they would like to eliminate in grades 4-11 in their test booklet (but NOT their answer document.) Visual Aids/Flag Items for Review Students can flag questions with a writing instrument in their test booklets (but NOT in their answer document) to indicate a flag in grades Combined (“consumable”) booklets for Spring administration; may have separate booklets.

Accessibility Features for All Students for CBT
Administration Instructions Audio Amplification Student may adjust audio on their device. Blank Paper Test Administrator provides to students. Eliminate Answer Choices Students may choose to use this tool embedded into the platform. Flag Items for Review General Administration Directions Clarified Test Administrator clarifies directions for students who raise their hands and ask. General Administration Directions Read Aloud and Repeated Test Administrator reads directions aloud for all students, and repeats only to student who raise their hands and ask. Highlighter Tool Guidance on how to read aloud, repeat, and clarify general administration directions can be found in the Test Administrator Manuals.

Accessibility Features for All Students for CBT
Administration Instructions Headphones or Noise Buffers Provided by Test Administrator (TA). If using for text-to-speech, TA will need to ensure headphones are plugged in. Line Reader Students may choose to use this tool embedded into the platform. Magnification/Enlargement Device Pop-Up Glossary Students may choose to use this tool embedded into the platform on pre-selected words. Redirect Student to Test Test Administrator redirects individual students based on need. Spell Checker Students may choose to bring their own external device. Device cannot have embedded grammar check, connect to the internet, or save information. Writing Tools On writing tasks, students may choose to use writing tools (bold, italic, underline, etc.). Check the TCM for magnification limits by device – both for pinch and full screen magnification. Guidance on how to redirect a student to the test can be found in the Test Administrator Manuals.

Accessibility Features for All Students for CBT: Writing Tools
Writing tools In written responses, students use the full range of tools available in word processing software, just as they do during instruction and daily life. This is a natural part of the process of organizing ideas and presenting them clearly to the reader.

Accessibility Features for All Students for CBT: Highlighting
Highlighting Some students benefit from highlighting assessment text in color for recall or emphasis, just as they might when note-taking. For example, it helps to highlight the main idea in a text, mark quotes as separate from the main text, or to identify the pros and cons of an argument in different colors. No doubt your students already do this on paper. This is an opportunity to use the same technique on a computer.

Accessibility Features for All Students for CBT: Eliminate Answer
Eliminate answer Conversely, when answering multiple choice questions, students may have the option of "crossing out" possible answer choices so that they can concentrate on the more likely choices.

Accessibility Features for All Students for CBT:
Headphones or Noise Buffers Headphones or noise buffers The student uses headphones or noise buffers to minimize distraction, access embedded text-to-speech, or filter external noise during testing (in addition to required headphones for use on English Language Arts/Literacy Assessment). Students will be watching video or listening to audio as part of the Performance-Based Assessments. The student can also raise or lower the volume control. Students must be tested in a separate setting if they can't wear headphones.

Accessibility Features for All Students for CBT: Text Enlarger
Text enlarger Students may want to enlarge text, both to make it more readable and to focus on a particular section. The student enlarges text and graphics onscreen up to 400% (while preserving clarity, contrast, and color).

Accessibility Features for All Students for CBT: Line reader
Line reader tool The line reader available for PARCC assessments simply allows the student to look at one line of text while masking the text above and below. Students use the onscreen tool to assist in reading by raising and lowering the tool for each line of text onscreen. They can choose how much text to mask below the line they are reading, and they can adjust the reading window to show more than one line of text. They have to switch the line reader off before answering the question.

Accessibility Features Identified in Advance for PBT
(for all Grades/Courses) Administration Answer Masking Test Administrator can provide students with answer masking cards (e.g. blank paper, straight edge) to temporarily cover answers in their test booklet. Color Contrast Colored overlays may be used by the student as needed. Paper and font color cannot be changed. Read Aloud for Mathematics Assessments* Test Administrator will receive two test booklets (one for TA & one for student). Test Administrator will read aloud (or sign) the assessment to pre-selected students according to the Protocol and Math Audio Guidelines on Students in each grade/content area who need a human reader will take the same test so small group administration can occur. On this screen you will see a list of accessibility features available for all student that must be identified in advance for Paper-Based Testing. Accessibility features for all students are available for all grades, courses, and content areas unless otherwise noted. In the column on the right you will find administration instructions which offer additional guidance on how Test Administrators provide accessibility features. This list can also be found in the PARCC Test Administrator Manual, found on the Support page of PearsonAccess Next. * Accessibility Feature for Math only, it is an accommodation for ELA

Accessibility Features Identified in Advance for CBT
(for all Grades/Courses) Administration Answer Masking Test Administrator can provide students with answer masking cards (e.g. blank paper, straight edge) to temporarily cover answers in their test booklet. Color Contrast Background and font color may be changed by the student as needed. Read Aloud for Mathematics Assessments* This is for the English version of the online test. Students will need headphones or be tested in a separate setting if they cannot wear headphones. Students can start, stop, replay/repeat the audio for the mathematics test. On this screen you will see a list of accessibility features available for all student that must be identified in advance for Paper-Based Testing. Accessibility features for all students are available for all grades, courses, and content areas unless otherwise noted. In the column on the right you will find administration instructions which offer additional guidance on how Test Administrators provide accessibility features. This list can also be found in the PARCC Test Administrator Manual, found on the Support page of PearsonAccess Next. * Accessibility Feature for Math only, it is an accommodation for ELA

Accessibility Features Identified in Advance for CBT: Answer Masking
Masking Students who need to focus on one small area of text, or one test item at a time, can use either of the following: General Masking: Creating a custom "mask" to electronically cover portions of the test, including passages and/or items, as needed Answer Masking: Electronically "covering" response options, as required

Accessibility Features Identified in Advance for CBT: Color Contrast
Color Contrast Some students may find it easier to read text if it's presented in a mode that differs from the default mode of black text on a white background.

Summary of Accessibility Features (CTB and PBT)
“On Demand/As Needed” In Advance Blank Paper Answer Masking Eliminate Answers* Color Contrast Flag Items Read Aloud for Math General Directions Read Aloud/Clarified/Repeated Glossary Magnification Redirect Student Spell Checker* Spell Checker is an external device so the student would need to have one available.

Reflection: Accessibility Features
How will teachers and students learn about the accessibility features available to all students? How will decisions be made about who needs accessibility features? How will students gain experience using accessibility features?

Administrative Considerations for All Students Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) Identified in Advance Decision Making Process Accommodation Forms For Special Circumstances Resources

Students with Disabilities: Accommodations Identified in Advance
Content Area Presentation Accommodations ELA/Literacy Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter for the ELA/Literacy, including items, response options, and passages* Screen Reader (with and without Refreshable Braille Displays) * Braille Edition of ELA/Literacy Assessments Closed-Captioning of Multimedia Passages on ELA/Literacy Descriptive Video (Not available ) Mathematics Read Aloud: ASL Video, or Human Interpreter for a student who is deaf or hard of hearing Screen Reader (without Refreshable Braille Display) Braille Edition of Mathematics Assessments Both Content Areas Assistive Technology Tactile Graphics ASL Video for Test Directions for a Student Who is Deaf or Hard of Hearing Paper-and-Pencil Edition: If school or grade is taking the CBT, paper becomes an accommodation. Large Print Edition of ELA/Literacy and Mathematics Assessments A contracted braille form will be available for students with visual impairments. Tactile graphics are included in the test books. Large Print Edition of ELA/Literacy and Mathematics assessments Test material is printed in braille or large print format for blind or visually impaired students. The font size for the PARCC large print edition will be 18 point on paper sized 11 x 17. LEAs transcribe student responses verbatim into a standard student answer book for scoring.

Presentation Accommodations
Presentation Accommodations: Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter Content Area Presentation Accommodations ELA/Literacy Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter for the ELA/Literacy Assessments, including items, response options, and passages IEP and 504 teams must consider whether the student meets one of the following conditions: Blindness or a visual impairment and has not learned (or is unable to use) Braille; A disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently); 3. Deafness or hearing impairment that severely limits or prevents him/her from decoding text due to a documented history of early and prolonged language deprivation. Students listen to the ELA/literacy assessment via text-to-speech or a video of a human interpreter. The accommodation is intended to provide access to printed or written texts in the PARCC ELA/Literacy assessments to a very small number of students with disabilities who would otherwise be unable to participate in the assessment without the use of text-to-speech technology, human reader (paper-and-pencil test only), or embedded video of a human interpreter providing ASL. Note: If headphones are not used, the student must be tested in a separate setting. IEP or 504 Pan teams may consider providing this accommodation to a student who has a print-related disability that severely limits or prevents his or her ability to access printed text by decoding, or who is blind and is unable to access Braille to read text. This accommodation is not intended for students reading somewhat (i.e., moderately) below grade level.

Presentation Accommodations
Presentation Accommodations: Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter Content Area Presentation Accommodations ELA/Literacy Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter for the ELA/Literacy Assessments, including items, response options, and passages The IEP or 504 plan teams should also consider: The student has access to printed text during routine instruction through a reader or other spoken-text audio format, or interpreter; The student’s inability to decode printed text or read Braille is documented in evaluation summaries from locally-administered diagnostic assessments; The student receives ongoing, intensive instruction and/or interventions in the foundational reading skills to continue to attain the important college and career-ready skill of independent reading. No claims should be inferred regarding the student’s ability to demonstrate foundational reading skills (i.e., decoding and fluency). Reporting Notation to Schools and Parents: A notation will be provided on all confidential score reports to the school and parent (i.e., parent/guardian report, school roster, and district roster) stating that the student was given a reading access accommodation on the PARCC ELA/Literacy assessment and therefore, no claims should be inferred regarding the student’s ability to demonstrate foundational reading skills (i.e., decoding and fluency).

Response Accommodations
Response Accommodations for Students with Disabilities Identified in Advance Content Area Response Accommodations ELA/Literacy Speech-to-Text (i.e., Assistive Technology Device, Dictation to Human Scribe, Signing to Human Scribe) for constructed responses on ELA/Literacy Assessments* The student dictates responses either verbally, using a speech-to-text device, augmentative/ assistive communication device (e.g., picture/word board), or by signing, gesturing, pointing, or eye-gazing. Grammar checker, Internet, and stored files functionalities must be turned off. Word prediction must also be turned off for students who do not receive this accommodation. The student must be tested in a separate setting. Word prediction External Device* Students may bring external word prediction devices for the ELA/Literacy PBA. Devices cannot include grammar check, connect to the internet, or save information. Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions) Students may bring external calculation devices (e.g., abacus, talking calculator, large button calculator).

Response Accommodations for Students with Disabilities Identified in Advance Content Area Response Accommodations Both Content Areas Assistive Technology: Students may bring their own assistive technology devices that they use during daily instruction to respond to test items. All grammar checking, internet access, and stored file functionalities must be disabled. All responses generated on a stand-alone assistive technology device must be transcribed to the student’s computer-based test or to the paper-based test book/answer document. Braille note-taker Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics assessments, and for selected response items on the English Language Arts/Literacy assessments Student Reads Assessment Aloud to Themselves: Student may use an external device such as a whisper phone. The student must be tested in a separate setting. *Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments The student dictates responses either verbally, using a speech-to-text device, augmentative/ assistive communication device (e.g., picture/word board), or by signing, gesturing, pointing, or eye-gazing. The student must be tested in a separate setting. Grammar checker, Internet, and stored files functionalities must be turned off. Word prediction may also need to be turned off for students who do not receive this accommodation. In making decisions whether to provide the student with this accommodation, IEP and 504 teams are instructed to consider whether the student has: A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding; OR A disability that severely limits or prevents the student from expressing written language, even after varied and repeated attempts to teach the student to do so. Before listing the accommodation in the student’s IEP/504 plan, teams should also consider whether: The student’s inability to express in written form is documented in evaluation summaries from locally-administered diagnostic assessments. The student should receive ongoing, intensive instruction and/or interventions to learn written expression, as deemed appropriate by the IEP/504 team. Reporting Notation to Schools and Parents: A notation will be provided on all confidential score reports to the school and parent stating that the student was provided a scribe accommodation on the PARCC ELA/Literacy assessment, and therefore, no claims should be inferred regarding the student’s ability to demonstrate expressive writing skills. Ongoing instruction in the foundational skills may be needed to allow students to continue to attain the important college and career-ready skill of writing. Notations will not be provided for students who receive a scribe on the PARCC Mathematics assessment or for selected responses only on the ELA/Literacy assessment. Note: Please refer to the PARCC Scribe Guidelines in the PARCC Test Administration Manual for administration information. *Word prediction on the ELA/Literacy Performance-Based Assessment The student uses word prediction software that provides a bank of frequently- or recently-used words onscreen as a result of the student entering the first few letters of a word. A physical disability that severely limits or prevents the student from writing or keyboarding responses; OR A disability that severely limits or prevents the student from recalling, processing, and expressing written language, even after varied and repeated attempts to teach the student to do so. Before listing the accommodation in the student’s IEP/504 plan, teams are instructed to consider whether: The student’s inability to express in writing is documented in evaluation summaries from locally administered diagnostic assessments. The student should receive ongoing, intensive instruction, and/or intervention in language processing and/or recall, as deemed appropriate by the IEP/504 plan team. *Calculation Device & Mathematics Tools: The student uses a calculation device (e.g., four-function calculator, large key or other adapted calculator), an arithmetic table (including addition/ subtraction and/or multiplication/division charts), and/or manipulatives (IEP or 504 plan must specify which one) on the non-calculator session of the Mathematics test. If a talking calculator is used, the student must use headphones or test in a separate setting. Students with visual impairments may need other mathematical tools such as a large print ruler, braille ruler, tactile compass or braille protractor. For students with a disability that severely limits or prevents their ability to perform basic calculations (i.e., addition, subtraction, multiplication or division), this accommodation allows a calculation device to be used on non-calculator Mathematics assessment sessions. The accommodation would be permitted on test sessions for which calculators are not allowed for other students, with the exception of mathematics fluency items/tasks in grades 3-6 for which no calculation device may be used. If a calculation device were used for those test items that exclusively measure calculation skills, the validity of the test claim (Sub Claim E – Mathematics fluency in grades 3-6: The student demonstrates fluency as set forth in the Standards for Mathematical Content) would be compromised, and the score invalid. Guidelines are provided below for IEP and 504 teams to identify students to receive the accommodation of a calculation device on non-calculator sessions of the PARCC Mathematics assessments: In making decisions whether to provide the student with this accommodation, IEP and 504 teams should consider whether the student has: A disability that severely limits or prevents the student’s ability to perform basis calculations (i.e., addition, subtraction, multiplication or division), even after varied and repeated attempts to teach the student to do so. The student is unable to perform calculations without the use of a calculation device, arithmetic table, or manipulative during routine instruction; The student’s inability to perform mathematical calculations is documented in evaluation summaries from locally-administered diagnostic assessments. The student should receive ongoing, intensive instruction and/or interventions to learn to calculate without using a calculation device, in order to ensure that the student continues to learn Mathematics fluency.

PBT Response Accommodations for Students with Disabilities
Availability Administration Answers Recorded in Test Book All Grades The student records answers directly in the test book. Responses must be transcribed verbatim by a test administrator in a student answer book or answer sheet. Responses that have not been transcribed will not be scored. May not be necessary for this Spring. Speech-to-Text/Scribe Selected Response items in Mathematics and ELA / Literacy Students must be tested individually. Students dictates responses either verbally, using speech-to-text device, AT device, or by dictating, signing, gesturing, pointing, or eye gaze. Grammar checker, Internet, and stored file functionalities must be turned off. Human scribes/interpreters will scribe student responses according to the posted Scribe Guidelines. Speech-to-Text/Scribe* Constructed Response items in ELA / Literacy Students must be tested individually. Students dictates responses either verbally, using speech-to-text device, AAC device, or by dictating, signing, gesturing, pointing, or eye gaze. Grammar checker, Internet, and stored file functionalities must be turned off. Human scribes/interpreters will scribe student responses according to the posted Scribe Guidelines. Script: [extension of previous slide]

PBT Response Accommodations for Students with Disabilities
Availability Administration Monitor Test Response All Grades The test administrator or assigned accommodator monitors proper placement of student responses on a test book/answer sheet. The test examiner or assigned accommodator cannot assist the student with changing a response to the correct answer. May not be necessary for this Spring. This accommodation is to ensure that the student is marking the answer for the problem the student intends to answer. For example, a student may accidentally put two answers for one problem on the same line or accidentally skip a question. Students who are able to use bubbled answer sheets may benefit from having an adult simply monitor the placement of their responses to ensure that they are actually responding to the intended question.

Timing Accommodations for Students with Disabilities
Availability Administration Extended Time All Grades A student who has the extended time accommodation may have until the end of the school day to complete a test session. It is recommended to test students with extended time accommodations in a separate setting to minimize, and to schedule these students for testing in the morning so their testing time can be extended until the end of the school day, if needed.

Speech-to-Text (i.e., Dictation/Transcription or Signing) for constructed responses on the English Language Arts/Literacy Assessments IEP and 504 teams must consider whether the student meets one of the following conditions: A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding; A disability that severely limits or prevents the student from expressing written language, even after varied and repeated attempts to teach the student to do so. IEP/504 Plan teams should also consider whether: The student’s inability to express in writing is documented in evaluation summaries from locally-administered diagnostic assessments; The student receives ongoing, intensive instruction and/or interventions to learn written expression, as deemed appropriate by the IEP or 504 team. The student dictates responses either verbally, using a speech-to-text device, augmentative/ assistive communication device (e.g., picture/word board), or by signing, gesturing, pointing, or eye-gazing. Grammar checker, Internet, and stored files functionalities must be turned off. Word prediction must also be turned off for students who do not receive this accommodation. The student must be tested in a separate setting. Available Modes: External Speech-to-Text/Assistive Technology Device Dictating to Human Scribe Signing to a Human Scribe

Response Accommodations: Word Prediction External Device
ELA/Literacy Word prediction on the ELA/Literacy Performance-Based Assessment IEP and 504 teams must consider whether the student’s disability meets one of the following conditions: severely limits or prevents the student from writing or keyboarding responses; severely limits or prevents the student from recalling, processing, and expressing written language, even after varied and repeated attempts to teach the student to do so. In addition: The student’s inability to express in writing is documented in evaluation summaries from locally-administered diagnostic assessments. The student receives ongoing, intensive instruction and/or intervention in language processing and writing, as deemed appropriate by the IEP/504 Plan team. The student uses word prediction software that provides a bank of frequently- or recently-used words onscreen as a result of the student entering the first few letters of a word. For the field test, word prediction devices must be external devices since the software is not embedded within the online testing system. Grammar checker, Internet, and stored files functionalities must be turned off.

Response Accommodations: Calculation Device and Mathematics Tools
Content Area Response Accommodations Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments) IEP and 504 teams should consider if the student meets the following criterion: A disability that severely limits or prevents the student’s ability to perform basic calculations (i.e., addition, subtraction, multiplication, or division), even after varied and repeated attempts to teach the student to do so. The accommodation would be permitted on test sessions for which calculators are not allowed for other students.

Response Accommodations: Calculation Device and Mathematics Tools
Content Area Response Accommodations Mathematics Calculation Device and Mathematics Tools* (on Non-calculator Sessions of Mathematics Assessments) In addition, IEP/504 Plan teams should also consider whether: The student is unable to perform calculations without the use of a calculation device, arithmetic table, or manipulative during routine instruction; The student’s inability to perform mathematical calculations is documented in evaluation summaries from locally-administered diagnostic assessments. The student receives ongoing, intensive instruction and/or interventions to learn to calculate without using a calculation device, in order to ensure that the student continues to learn basic calculation and fluency. PARCC has a calculator policy for states to adhere to by grade. Review PARCC’s Calculator Policy…..

Selecting Accommodations for English Learners
When selecting accommodations for English learners, consider the student’s: . Level of English language proficiency (ELP) on the state ELP test Beginning, Intermediate, or Advanced . Literacy development in the native language Native language literacy Interrupted schooling/literacy background . Background factors that impact effective accommodations use Grade/age Affective filter (i.e., level of student anxiety/comfort with English) Time in U. S. schools

Accommodations for English Language Learners
Administration Extended Time Students who receive an extended time accommodation may have until the end of the school day to complete a test session. It is recommended to test students in a separate setting and to schedule testing in the morning so testing time can be extended until the end of the school day, if needed. Responses Dictated in English for the Mathematics assessments in English The student must be tested individually. The student may also sign responses to an interpreter. Human scribe scribes student responses according to the Scribe Guidelines. Word-to-Word Dictionary Students may use an external published word-to-word English/native language dictionary. The dictionary may not include definitions or pictures. Spanish Translations Online Stacked Translation. The English appears stacked on top of the English text on the screen Paper Side-by-Side Translation. The paper copy has Spanish on the right side and English on the left side of the booklet. General Administration Directions Clarified in Native Language The test administrator clarifies general administration instructions only. No part of the test may be clarified or translated. General Administration Directions Repeated as Needed in Native Language The test administrator reads aloud, and repeats as needed, test directions in students’ native language. A list of accommodations for English Learners is also found in the Accessibility Features and Accommodation Manual, located on the PARCC site at These accommodations apply to all content areas and all grades. If there is no published word-to-word dictionary available, a unique request for an electronic word-to-word dictionary can be made.

Selecting Accommodations
Beginning Intermediate Advanced Extended Time  Word-to-Word  Read Aloud in English  Gen. Dir. Clarified in Native Language Gen. Dir. Read aloud and repeated in Native Language Online Spanish Translation Consider the three factors presented previously Paper Spanish Translation  Highly Recommended  Recommended  May not be appropriate

Read Aloud Options General Directions (clarified/repeated):
- ASL Video/Sign Interpreter (ACCOM) - Human Reader (Assessment Feature [AF]) - Online in English (AF) - Translated into native language (ACCOM) - Spanish online (ACCOM) - Spanish Human Reader (ACCOM) ELA/Literacy* (ACCOMMODATIONS for students who meet specific criteria): - ASL Video/Sign interpreter - Text-to-Speech Online - Human Reader Math: - ASL Video/Sign interpreter (ACCOM) - Online in English (AF –in advance) - Human Reader in English (AF – In advance) - Online Spanish Translation (ACCOM) - Paper Spanish Translation (ACCOM)

Presentation Accommodations: Read Aloud: Text-to-Speech, ASL Video, or Human Interpreter
PARCC has developed an IEP and 504 Decision-Making Tool for States’ use. This decision-making tool is an optional tool that can be used to document the IEP or 504 team decision for a student’s participation in the ELA/literacy assessments for grades 3-11. Appendix D: Text-to-Speech, Human Reader, or Interpreter Accommodation for ELA/Literacy Assessments Individualized Education Program (IEP) or 504 Plan Decision-Making Tool As you will notice on the tool, PARCC states are only permitted to provide additional clarification or guidance in specific designated areas in the tool. A student must be receiving a research or evidenced-based intervention at the time eligibility is determined. All intervention services a student receives must be in addition to the core instruction. Research-based interventions are established on multiple, systematic investigations, including testing and evaluations, and are designed to develop or contribute to generalized knowledge. Evidenced-based refers to an instructional program or collection of practices that have been tested and shown to have a record of success. That is, reliable, trustworthy, and valid evidence indicates that when that program or set of practices is used, students can be expected to make adequate gains in academic achievement.

Additional Guidance for Human Readers
Human readers who are delivering a read aloud accommodation must refer to the appendices below: Appendix B: Test Administration Protocol for the Read Aloud Accommodation for English Language Arts/Literacy Assessments and Accessibility Feature for the Mathematics Assessments Appendix I: PARCC English Language Arts/Literacy Audio Style Guide (available on the PARCC website) Appendix J: PARCC Mathematics Audio Style Guides

Decision Making Process
PARCC has developed a five-step process for thinking about accessibility. Step 1: Expect students to achieve grade-level academic content standards. Step 2: Learn about accessibility features and accommodations. Step 3: Select accessibility features and accommodations for individual students. Step 4: Administer accommodations during assessments. Step 5: Evaluate and improve accommodations use.

Decision Making Process: Step 1
Expect students to achieve grade-level academic content standards. This step means ensuring that all students have access to grade-level academic learning standards. Educators, including IEP team members, educators administering 504 plans, and, if applicable, English learner teams, should be familiar with the Common Core State Standards (CCSS) and the accountability system at the state and district level.

Learn about accessibility features and accommodations The next step is to have a full understanding of the accessibility features and accommodations available, so that informed decisions can be made about individual students in Step 3. Reflect: Are you confident that you are familiar with the accessibility features and accommodations your students might benefit from?

Decision Making Process: Step 3:
Select accessibility features and accommodations for individual students For all students, the group responsible should: Discuss which accommodations and accessibility features might assist a student during daily instruction in the classroom. Determine which accommodations and accessibility features to "try out" with the student during instruction in each content area. Document and evaluate the effectiveness of the accommodations and accessibility features used over time. Adjust the use of accommodations and accessibility features as needed for the future. The PARCC Accessibility Features and Accommodations Manual provides details of the essential process of matching features to individual students' needs.

Student characteristics and learning needs (e.g. disabilities, language proficiency, accommodations used in classroom and on state tests) Individual test characteristics (i.e. knowledge about what tasks are required on PARCC assessments and ways to remove physical and other barriers to students' ability to perform those tasks) PARCC accommodations policies that maintain the validity of assessment results We have already considered many of the questions that teams should ask about appropriate accommodations and accessibility features. Here's a brief summary: How do the student's needs affect achievement? Is specialized instruction necessary? Which accommodations does the student already use, and what else would help increase access? What does the student think of the accommodation or accessibility features and should they be changed? What do parents, guardians, teachers, and specialists think? What procedures do you have in place for feeding your knowledge of the student into this process?

Administer accommodations during assessments Planning to Administer Accommodations during PARCC Assessments Administrators need to consider the following: setting up a table of students, the accommodations they require, test locations, and staff responsible making sure that test administrators and staff responsible for reading aloud or scribing know the PARCC requirements including arrangements for students who may need extra time making sure that PNP details are programmed into computer-delivered assessments ahead of time monitoring accommodations and technology on test day Administer accommodations during assessments Introducing the Student to Accommodations Whether the student has a disability, is an English learner, or both, accommodations should be introduced to the student long before the PARCC tests are administered, during routine instruction to determine their effectiveness. Accommodations should never be used for the first time on a state test. It is important that the following steps occur before the test is administered: Plan time for the student to learn how to use the accommodation. Practice using accommodations in a technology-based setting, if the assessment will be given using a computer or other technology.

Evaluate and improve accommodations use: Feedback on both the effectiveness of accommodations, and the roles of IEP, 504, and English learner teams, is the basis for refinements in the future. Evaluation at school and district levels Are students receiving the accommodations documented in their plans? Are procedures in place to ensure that test administrators comply with directions for the administration of accommodations? How frequently are different types of accommodations used? Evaluation at school and district levels Are procedures in place to ensure that tests are not compromised by accommodations? Are students receiving the accommodations documented in their plans? Are procedures in place to ensure that test administrators comply with directions for the administration of accommodations? How frequently are different types of accommodations used?

Evaluation at student level What accommodations does the student use during instruction and assessments? What are the results of classroom assignments and assessments when accommodations are used versus when accommodations are not used? If the student is not meeting the expected levels of performance, is it because he or she is not receiving access to the necessary instruction; did not receive the accommodation; or is using an accommodation that was not effective? What is the student's perception of how well the accommodation worked?

Evaluation at student level What combination of accommodations seems to be effective? What are the perceptions of teachers, parents, and others about how the accommodation appears to be working? What difficulties, if any, were encountered in the use of the accommodation? Reflect: How do you get feedback from your students on their use of accommodations?

Unique Accommodations
requests must be submitted to the state at least six weeks prior to testing to Kevon Tucker-Seeley or Phyllis Lynch (RIDE). requests will be approved by the PARCC Accessibility, Accommodations, and Fairness Operational Working Group. Refer to Appendix F: Unique Accommodation Request Form Some students may require additional accommodations that are not currently available in the PARCC Assessment. In these cases, a Unique Accommodation Request Form must be filled out and sent to each PARCC state assessment office at least four weeks prior to testing. PARCC states will review the requests on an individual basis and provide approval only if the accommodation will result in a valid score for the student using comparable guidelines across all PARCC states. To access the Unique Accommodations Form, refer to Appendix F of the PARCC Accessibility Features and Accommodations Manual, located on the PARCC site at

Emergency Accommodation
A case where a student needs a new accommodation immediately due to unforeseen circumstances. Cases could include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses have broken; or a student returning from a serious or prolonged illness or injury. Emergency accommodation form must be completed. See your state policy on approval of emergency accommodations. Refer to Appendix G of the PARCC Accessibility Features and Accommodations Manual, online: Use of an Emergency Accommodation on a PARCC Assessment An emergency accommodation may be appropriate in cases where a student needs a new accommodation immediately before or within the testing window of the PARCC assessment due to an unforeseen circumstances whereas the student has incurred a temporary disabling condition that interferes with test performance. Cases could include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses have broken; or a student returning from a serious or prolonged illness or injury. (e.g. broken arm and needs a scribe). An emergency accommodations form must be submitted to your state. PARCC states will review the emergency accommodations requests and provide approval after it is determined whether the accommodation would result in a valid score for the student using comparable guidelines across all PARCC states. Refer to the state policy in Appendix C of the PARCC Test Coordinator or Test Administrator Manual, located on the Support page of PearsonAccess Next, for more information about how to submit an emergency accommodations form. To obtain a copy of the Emergency Accommodation Form go to Appendix G of the PARCC Accessibility Features and Accommodations Manual, located on the PARCC site at

Student Accommodation Refusal Form
Document in writing that the student refused the accommodation. Appendix H: Student Accommodation Refusal Form Continue to offer the accommodation to the student during testing. School Test Coordinators should work with Test Administrators to determine if anyone else should be informed when a student refuses an accommodation documented in an IEP, 504 Plan, or EL Plan (if required by the PARCC member state). If a student refuses an accommodation listed in his or her IEP, 504 Plan, or EL Plan (if required by the PARCC member state), the school must document in writing that the student refused the accommodation on the Student Accommodation Refusal Form, and the accommodation must be offered and remain available to the student during the test administration. To access the Student Accommodation Refusal Form, refer to Appendix H of the PARCC Accessibility Features and Accommodations Manual, located on the PARCC site at A copy of the Student Accommodation Refusal Form must be placed in the student’s central office file and sent home to the parent. The School Test Coordinators should work with Test Administrators to determine if anyone else should be informed when a student refuses an accommodation documented in an IEP, 504 Plan, or EL Plan (if required by the PARCC member state). Contact your state education agency with any questions you may have about student refusal on accommodations.

Personal Needs Profile (PNP)
The purpose of the PNP is to gather information regarding a student’s testing condition, materials, or accessibility features and accommodations that are needed to take a PARCC assessment. Online accessibility features and accommodations that must be identified in the online PNP form are marked with the mouse symbol Any paper-based accessibility feature or accommodation will need to be requested in the Student Registration File import e.g., Large Print, Braille with Tactile Graphics, Human Reader or Human Signer for ELA/L Kits, Paper Test for Online Students, and Spanish Paper Mathematics Assessments

Resources Accessibility Features and Accommodations Manual
Accessibility Features and Accommodations Training Module: TestNav8 Tutorial: parcc.pearson.com/# Detailed information about PARCC’s accessibility features and accommodations policies, including implementation guidance, can be found at PARCC’s Accessibility Features and Accommodations Manual, located on the PARCC website at

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