1. Forward Exam Designated Supports & Accommodations

2. What are designated supports?
Informed adults make decisions about designated supports. Ideally, the decisions are made by educators familiar with the student’s needs, as well as those supports that the student has been using during instruction and for other assessments. Student and parent/guardian participation in the decision, particularly for older students, is also recommended.

3. What are accommodations?
IEP teams, educators, and parents/guardians make decisions about accommodations. These teams (or educators for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan. School staff are responsible for ensuring that information from the IEP is entered into the test registration system, so that all embedded accommodations can be activated prior to testing.

5. Confirm Accessibility
Test Administrator should confirm that students have access to the designated supports and accommodations that their teams have assigned to them.
Review each student’s information (in eDIRECT) to ensure that he or she has the correct designated support(s) and/or accommodation(s) set up in the system.
Check with students at the beginning of the testing session to ensure they have the supports or accommodations they should have.
Failure to do so could result in a need for an invalidation of the student’s test.
Among the important responsibilities of the Test Administrator is confirming that students have access to the designated supports and accommodations that their teams have assigned to them.
Failure to do so could result in a need for an invalidation of the student’s test.

6. Embedded Designated Supports
Embedded supports are embedded in (or part of) the test delivery system.
Referred to ‘online’ in eDIRECT

8. Embedded Designated Supports
Color Contrast
Masking
Text-to-Speech (TTS)
Translations (Stacked) of items and test directions
Embedded and non-embedded designated supports need to be identified and entered into the test delivery system prior to assessment administration.
There are seven different designated supports that are embedded in (or part of) the test delivery system.

9. COLOR CHOICES
The background color changes according to the color selected without changing the color of the text, graphics, or response areas.
2 + 2 = 4
2 + 2 = 4

10. COLOR CONTRAST
Using color combinations that are in opposite positions on the color wheel, the font and background colors change according the combination selected.

11. REVERSE CONSTRAST
All colors on the test page are displayed in the reverse (negative) color.
2 + 2 = 4

12. MASKING
Masking involves blocking off content that is not of immediate need or that may be distracting to the student.
Students are able to focus their attention on a specific part of a test item.
This support also may be needed by students with print disabilities (including learning disabilities) or visual impairments. Masking allows students to hide and reveal individual answer options, as well as all navigational buttons and menus.

13. (Not for Reading Passages)
TEXT-to-SPEECH
(Not for Reading Passages)
Text-to-Speech allows a student to listen to test content, subject to certain conditions.
It is available as either an embedded designated support or as an embedded accommodation for students with an identified need. 
Students can use this feature as a designated support for mathematics, science, and social studies items and ELA items not for ELA reading passages.
Text is read aloud to the student via an embedded Text-to-Speech technology. The student is able to set the speed prior to starting the test and can raise or lower the volume of the voice via a volume control during testing.
Assignment of Text-to-Speech should be made at the individual student level, by content area, keeping in mind student need, student experience using this functionality, and appropriate use of each resource per the Accessibility Guide.
Students may also have text-to-speech for ELA reading passages as an accommodation.

14. STACKED TRANSLATION
Stacked Translations are a Spanish language support available for mathematics, science, and social studies items.
For ELA, only the test directions are available in stacked translation.
For students whose primary language is not English and who use dual language supports in the classroom, the use of the stacked (dual language) translation may be appropriate.
Students with the embedded designated support for translation (stacked) will also receive Spanish translated test directions for the mathematics, science, and social studies tests .

15. Non-Embedded Designated Supports
Some designated supports may need to be provided outside the digital-delivery system and are called non-embedded (or standard in eDIRECT).
These supports will be provided locally for those students unable to use the designated supports when provided digitally.

17. NON-EMBEDDED DESIGNATED SUPPORTS
Bilingual Dictionary
Magnification
Noise Buffers
Read Aloud
Scribe
Separate Setting

18. BILINGUAL DICTIONARY
For students whose primary language is not English and who use dual language supports in the classroom, use of a bilingual/dual language word-to-word dictionary may be appropriate.
Not permitted on ELA test.
Refer to Accessibility Guide for a list of DPI-approved word-to-word dictionaries
Note: Word-to-word dictionaries are simply paper or electronic forms of words provided in two languages. Definitions are not included.

19. MAGNIFICATION
The size of specific areas of the screen such as text, formulas, tables, graphics, and navigation buttons, may be adjusted by the student with an assistive technology device that works with the system and with which the student is familiar.
Students familiar with viewing enlarged text, graphics, or navigation buttons, may need magnification to comfortably view content.
This support also may meet the needs of students with visual impairments and other print disabilities.
The size of specific areas of the screen such as text, formulas, tables, graphics, and navigation buttons, may be adjusted by the student with an assistive technology device that works with the system and with which the student is familiar.
Students familiar with viewing enlarged text, graphics, or navigation buttons, may need magnification to comfortably view content. This support also may meet the needs of students with visual impairments and other print disabilities.

20. Noise Buffers
Noise buffers (e.g. Ear mufflers, white noise, and/or other equipment used to block external sounds.) will be permitted.
Noise Cancelling
Last is Noise Buffers.

21. READ ALOUD
Text is read aloud to the student by a trained and qualified human reader.
All or portions of the content may be read aloud except ELA reading passages.
Read Aloud Guidelines and confidentiality forms are available at
Students who are struggling readers may need assistance accessing the assessment by having portions of the assessment read aloud. This support also may be needed by students with reading-related disabilities or by students who are blind and do not yet have adequate braille skills. If not used regularly during instruction, this support is likely to be confusing and may impede a student's performance on assessments. A student should have the option of asking a reader to slow down or repeat text. The use of this support may result in the student needing additional overall time to complete the assessment.
Assignment of Read Aloud should be made at the individual student level, keeping in mind student need, student experience using either format, and appropriate use of each resource per the Guidelines.

22. SCRIBE
Students dictate their responses to a human who records verbatim what they dictate.
Students who have a significant motor, processing difficulties, or who have had a recent injury (such as a broken arm) that make it difficult to provide responses may need to dictate their responses to a human, who then records the student’s responses verbatim.
Translators who scribe student responses from native language to English should translate word-for-word to the extent possible for all content areas except Text Dependent Analysis (TDAs) items.
Scribing Guidelines are available at

23. SEPARATE SETTING
Test location is altered so that the student is testing in a setting different from that made available for most students.
Students who are easily distracted or may distract others may need an alternate location for their assessment.
The test location can be altered so that the student is tested in a setting different from that made available for most students.
Students who are easily distracted in the presence of other students, or who may distract others, may need an alternate location to be able to take the assessment. The separate setting may be in a different room that allows them to work individually or among a smaller group, or in the same room but in a specific location (for example, away from windows, doors, or pencil sharpeners, in a study carrel, near the teacher's desk, or in the front of a classroom). Some students may benefit from being in an environment that allows for movement, such as being able to walk around. In some instances, students may need to interact with instructional or test content outside of school, such as in a hospital or their home. A specific adult, trained in a manner consistent with the TAM, can act as test proctor (test administrator) when student requires it.

24. Embedded Accommodations
Embedded accommodations are embedded in (or part of) the test delivery system.
Referred to ‘online’ in eDIRECT

26. EMBEDDED ACCOMMODATIONS
Video Sign Language (online delivery of American Sign Language)
Closed captioning (for ELA listening items)
Text-to-speech (for ELA reading passages)

27. VIDEO SIGN LANGUAGE (VSL)
Video Sign Language, or VSL is the online delivery of American Sign Language (ASL).
Some students who are deaf or hard of hearing and who typically use ASL may need this accommodation when accessing text-based content in the assessment.

28. Closed Captioning For ELA listening items only
Students who are deaf or hard of hearing who typically access information presented via audio by reading words that appear in synchrony with the audio presentation may need this support to access audio content.
Closed Captioning is for ELA listening items only. Students who are deaf or hard of hearing and who typically access information presented via audio by reading words that appear in synchrony with the audio presentation may need this support to access audio content.

29. For ELA Reading Passages:
TEXT-to-SPEECH
For ELA Reading Passages:
Students may have text-to-speech for ELA reading passages as an accommodation for students whose need is documented in an IEP or 504 plan.

30. Non-Embedded Accommodations
Some accommodations may need to be provided outside the digital-delivery system and are called non-embedded (or standard in eDIRECT).

32. Non-Embedded Accommodations
Abacus
Alternate Response Options
Braille
Calculator
Multiplication Table
Print on Demand
Read Aloud

33. Abacus
The abacus accommodation may be used in place of scratch paper for students who typically use an abacus.

34. Five nine seven minus three four
Calculator
A non-embedded calculator is allowed for students needing a special calculator, such as a Braille calculator or a talking calculator, currently unavailable within the assessment platform.
The use of this accommodation is for calculator-allowed items only.
Five nine seven minus three four
 Students with visual impairments who are unable to use the embedded calculator for calculator-allowed items will be able to use the calculator that they typically use, such as a Braille calculator or a talking calculator. Test administrators should ensure that the calculator is available only for designated calculator items.

35. BRAILLE
Braille is a raised-dot code that individuals read with their fingertips.
Students with visual impairments may read text via Braille.
A printed Braille version of the Forward Exam is available for students.
Once a student has completed the Braille version of the test, the proctor must enter all of the student’s answer into the online test for scoring.

36. Multiplication Table
A paper-based single digit, 1–9, multiplication table is available on the Forward Exam Accommodations and Supports web page.
This non-embedded accommodation is designed for students in grade 4 and above with a documented and persistent calculation disability, for example dyscalculia.

37. Print-on-Demand
A Print-on-Demand version of the test at each grade level and content area will be available electronically in pdf format.
The print on demand accommodation is intended for those extremely rare instances (e.g., photosensitive epilepsy) where a student’s condition prevents him or her from accessing material online. Access to printed items/stimuli should not be assigned based solely on a student’s or schools personal preference. The decision to allow this accommodation must be based on each individual student’s need and documented in a student’s IEP or 504 Plan.
There is a unique protocol for requesting a print-on-demand accommodation. If a student requires print on demand, the DAC must submit a Request for Print-on-Demand Accommodation approval form located at After receiving the request, DPI will review and if approved, activate the accommodation.

38. Read Aloud
Read Aloud is when text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines.
As an accommodation, Read Aloud is available for ELA Reading passages.
This support may be needed by students with reading-related disabilities, or by students who are blind and do not yet have adequate Braille skills.
Assignment of Read Aloud should be made at the individual student level, per student need, student experience, and appropriate use of each resource per the Guide.

39. Available at http://dpi.wi.gov/assessment/forward/accommodations
Resources
The Accessibility Guide - The Accessibility Guide provides information to use in selecting and administering universal tools, designated supports, and accommodations for students who need them.
Forward Accessibility Graphic Overview -Visual representation of the Accessibility Information for the Forward Exam.
Guidelines for Read Aloud - When a student cannot access text-to-speech, an embedded resource available on the Forward Exam, the student may be eligible to work with a test reader. The test reader must be trained and qualified and must follow the Guidelines for Read Aloud.
Guidelines for Scribes - Guidelines, qualifications, and preparation for scribes.
Qualifications and Guidelines for Translators and Interpreters - This document is intended to assist districts in the selection of highly qualified translators or interpreters, and provide them guidelines to administer the Forward Exam.
Word-to-Word Bilingual Dictionaries Available for the Forward Exam - The bilingual dictionaries listed in this publication are limited to those that provide word-to-word translations only. This is not an exhaustive list of available bilingual word-to-word dictionaries, but is intended to aid districts in their selection process and ensuring that students who may need this support for the classroom and assessment have access to it.
Multiplication Table - A single-digit (1–9) multiplication table is a non-embedded accommodation for grades 4 and above mathematics items. 
Available at

40. Questions may be directed to osamail@dpi.wi.gov
Thank you
Questions may be directed to