1. Guidance for Districts and Decision-Making Teams to Ensure that PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students PARCC ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL, 3 rd edition (changes from 2 nd edition highlighted in red) 1

2. Accessibility Features and Accommodations Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) 2

3. Types of Accessibility Features and Accommodations Features for All Students Accessibility Features Identified in advance Accommodations IEP/504/EL 3

4. Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) 4

5. Accessibility Features for All Students Administration Instructions Audio Amplification The student raises or lowers the volume control, as needed, using headphones. Final volume must be set prior to testing. Student must be tested in a separate setting if unable to wear headphones. Blank Paper (provided by test admin) The student is provided blank scratch paper (graph, lined, or unlined) to take notes and/or work through items during testing. Test Administrators must supply up to two pages total per student, per unit. Additional pages may be provided as needed. In addition, students with visual impairments may also use braille paper, raised line paper, bold line paper, raised line graph paper, or bold line graph paper. Eliminate Answer Choices The student electronically “crosses out” possible answer choices (for multiple choice items only). Flag Items for Review The student electronically “flags” items to review later. 5

6. Accessibility Features for All Students Administration Instructions General Administration Directions Clarified (by test admin) The test administrator clarifies general administration directions only. No part of the test may be clarified, nor may any assistance be provided to the student during testing. (For guidance, please refer to the test administrator manuals.) General Administration Directions Read Aloud and Repeated as Needed (by test admin) The test administrator reads aloud the general administration directions only. A student may raise his or her hand and request the directions be repeated. (For guidance, please refer to the test administrator manuals.) Highlight Tool The student electronically highlights text as needed to recall and/or emphasize. Available colors include pink, blue, yellow, and white. 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 when headphones are required for the ELA/literacy assessment). Line Reader Tool The student uses an onscreen tool to assist in reading by raising and lowering the tool for each line of text onscreen. 6

7. Accessibility Features for All Students Administration Instructions Magnification/Enlargement Device The student enlarges text and graphics onscreen via a magnification square (200%). The student can also use keyboard shortcuts (e.g., Ctrl+) for PCs or pinch/zoom for tablets to magnify what’s displayed on the screen (while preserving clarity, contrast, and color). (See the accommodations manual for further details.) NotePad The student writes notes using embedded NotePad application. Pop-up Glossary The student is able to view definitions of pre-selected, construct-irrelevant words by hovering over underlined words. The definition appears in a pop-up text box. Redirect Student to the Test (by test admin) The test administrator redirects the student’s attention to the test without coaching or assisting the student in any way. External Spell Check Device The student uses an external spell check device. Device may not have embedded grammar check, connect to the internet, or save information. 7

8. Accessibility Features for All Students Administration Instructions Writing Tools The student uses writing process tools for written responses, including cut and paste, copy, underline, bold, and insert bullets. Writing tools are available in the constructed response items on the ELA/literacy performance-based assessment. 8

9. Accessibility Features for All Students (Identified in Advance) Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL) 9

10. Accessibility Features Identified in Advance (PNP required) Accessibility Features (for all Grades/Courses) Administration Answer Masking The student electronically “covers” answer options, as needed. When enabled, answers will be masked. The student will uncover answer options when ready. Color Contrast (Background/Font Color) Alternate onscreen background and/or font color is enabled via the PNP, based on need or preference. Student can adjust during the assessment. (See accommodations manual for further descriptions.) Text-to-Speech for the Mathematics Assessments Test is read aloud to the student using embedded text-to-speech software. Student must be tested in a separate setting if unable to wear headphones. Human Reader or Human Signer for the Mathematics Assessments In special cases where a test administrator reads aloud to a student (human reader or human signer), the student must be tested in a separate setting. (See accommodations manual for full details.) 10

11. Administrative Considerations for All Students 11 Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL)

12. Administrative Considerations for All Students Consideration Small Group Testing Frequent Breaks Time of Day Separate or Alternate Location Specified Area or Seating Adaptive and Specialized Equipment or Furniture 12 School-based teams (including the IEP team, 504 plan coordinator, or EL team) may determine that any student can receive one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English Learner. In general, changes to the timing, setting, or conditions of testing are left to the discretion of the principal or test coordinator. Please remember that, while these considerations are available for all students on PARCC assessments, some are still accommodations on other Arkansas state-wide assessments. Please take that into account when meeting for writing IEPs, 504 plans, or LPAC plans.

13. Accommodations for Students with Disabilities (PNP required) 13 Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL)

14. Accommodations for Students with Disabilities (Presentation) AccommodationAdministration Assistive Technology Students may use a range of assistive technologies on the PARCC assessments, including devices that are compatible with the PARCC online testing platform, and those that are used externally (i.e., on a separate computer). Screen Reader Version for Mathematics A student who is blind or has a visual impairment takes the mathematics assessments using screen reader software. A student who is blind or visually impaired who uses a screen reader will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, and visual descriptions (pictures and multimedia) when applicable for the assessment. If the student is not using headphones, the student must be tested in a separate setting. Refreshable Braille Display with Screen Reader Version for ELA/Literacy A student who is blind or has a visual impairment takes the ELA/Literacy assessments using screen reader software with a refreshable braille display. A student who is blind or visually impaired who uses a screen reader will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, and visual descriptions (pictures and multimedia) when applicable for the assessment. If the student is not using headphones, the student must be tested in a separate setting. 14

15. AccommodationAdministration Hard Copy Braille Edition A student who is blind or has a visual impairment and is unable to take the computer- based test with a refreshable braille display may take the ELA/literacy and mathematics assessments using a hard-copy contracted braille edition. Tactile graphics are embedded into the hard copy braille edition. Responses must be transcribed verbatim by a test administrator in a standard student answer booklet. Only transcribed responses will be scored. Tactile Graphics A student who is blind or has a visual impairment who uses a screen reader or refreshable braille will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, when applicable for the assessment. Tactile graphics will also be embedded in the hard copy braille edition assessments, when needed. Large Print Edition A large print paper-based form of each assessment is available for a student with a visual impairment who is unable to take a computer-based assessment due to his or her disability. The font size for the PARCC large print edition will be 18 point on paper sized 11 x 17. Responses must be transcribed verbatim by a test administrator in a standard student answer booklet. Only transcribed responses will be scored. 15 Accommodations for Students with Disabilities (Presentation)

16. AccommodationAdministration Paper-Based Edition A paper-based assessment is available for students who are unable to take a computer- based assessment due to a disability. Closed-Captioning of Multimedia on the ELA/Literacy Assessments A student who is deaf or hearing impaired views captioned text on multimedia (i.e., video) segments of the ELA/Literacy performance-based assessments. Captioning can be turned on/off within the video player as needed. Text-To-Speech for the ELA/Literacy Assessments, including items, response options, and passages † Screen Reader Version for ELA/Literacy, including items, response options, and passages † ASL Video for the ELA/Literacy, including items, response options, and passages † Human Reader/Human Signer for the ELA/Literacy Assessments, including items, response options, and passages † A student receives an audio representation of the ELA/literacy assessment via text-to- speech, screen reader software, embedded ASL video, or a human reader/signer. The text-to-speech, ASL video, human reader, and human signer accommodations are intended to provide access to printed or written texts on the PARCC ELA/literacy assessments to a very small number of students with print-related disabilities who would otherwise be unable to participate in the assessment because their disability severely limits or prevents their ability to access printed text by decoding. The screen reader accommodation is intended to provide access to the PARCC ELA/literacy assessments to students who are blind or have a visual impairment and have not learned (or are unable to use) braille. (Review guidelines in the accommodations manual carefully.) 16 Accommodations for Students with Disabilities (Presentation)

17. † indicates that a reporting notation will be provided on all confidential score reports to the school and parent 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). 17 Accommodations for Students with Disabilities (Presentation)

18. AccommodationAdministration ASL Video for Mathematics Assessments The student views an embedded video of a human interpreter for the mathematics assessments. If a student does not use ASL, a human interpreter and separate test setting will be required. Human Signer for Test Directions A human signer will sign the test directions to a student. The student may need to be tested in a small group or separate setting. Student Reads Assessment Aloud to Themselves The student reads the assessment aloud to themselves. The student may use an external device such as a whisper phone. The student must be tested in a separate setting. 18 Accommodations for Students with Disabilities (Presentation)

19. AccommodationAdministration Assistive Technology Students may use a range of assistive technologies on the PARCC assessments, including devices that are compatible with the PARCC online testing platform, and those that are used externally (i.e., on a separate computer). Braille Note-Taker A student who is blind or has a visual impairment may use an electronic braille note- taker. For PARCC assessments, grammar checker, internet, and stored file functionalities must be turned off. The responses of a student who uses an electronic braille note-taker during PARCC assessments must be transcribed exactly as entered in the electronic braille note-taker. Only transcribed responses will be scored. (See Appendix C: Protocol for the Use of the Scribe Accommodation for guidelines.) Braille Writer A student who is blind or has a visual impairment may use an electronic braille writer. The responses of a student who uses an electronic braille writer during PARCC assessments must be transcribed exactly as entered in the electronic braille writer. Only transcribed responses will be scored. (See Appendix C: Protocol for the Use of the Scribe Accommodation for guidelines.) 19 Accommodations for Students with Disabilities (Response)

20. AccommodationAdministration Calculation Device and Mathematics Tools (on Calculator Sections of Mathematics Assessments) A student uses a specific calculation device (e.g., large key, talking, or other adapted calculator) on the calculator section of the mathematics assessments. If a talking calculator is used, the student must use headphones or be tested in a separate setting. Specific calculation devices must match the final PARCC Calculator Policy. (See the accommodations manual and PARCC Calculator Policy for complete guidelines.) Calculation Device and Mathematics Tools (on Non- Calculator Sections of Mathematics Assessments) †† A student uses a calculation device (e.g., four-function calculator, large key, or other adapted calculator), arithmetic table (including addition/subtraction and/or multiplication/division charts), and/or manipulatives (IEP or 504 plan must specify which device or manipulative) on the non-calculator sections of the mathematics assessments. For a student with a disability that severely limits or prevents their ability to perform basic calculations (i.e., single-digit addition, subtraction, multiplication, or division), this accommodation allows a calculation device to be used on non-calculator assessment sections. (Review guidelines in the accommodations manual carefully.) 20 Accommodations for Students with Disabilities (Response)

21. †† indicates that a reporting notation will be provided on all confidential score reports to the school and parent stating that the student was given a calculation device accommodation on the PARCC Mathematics assessment and therefore, no claims should be inferred regarding the student’s ability to perform basic mathematical calculations without the use of a calculator. 21 Accommodations for Students with Disabilities (Response)

22. AccommodationAdministration ELA/Literacy Selected Response Speech-to-Text ELA/Literacy Selected Response Human Scribe ELA/Literacy Selected Response Human Signer ELA/Literacy Selected Response External Assistive Technology Device Mathematics Response Speech-to-Text Mathematics Response Human Scribe Mathematics Response Human Signer Mathematics Response External Assistive Technology Device A student dictates responses either verbally, using an external speech-to-text device, an augmentative/assistive communication device (e.g., picture/word board), or by dictating, signing, gesturing, pointing, or eye-gazing. The student must have experience using any assistive technology external device prior to assessment administration. Student’s responses must be transcribed exactly as dictated/signed (e.g., the human scribe/signer may not change, embellish, or interpret a student’s responses when transcribing). Only transcribed responses will be scored. (For administration guidance on scribing and post-test transcription, refer to Appendix C: Protocol for the Use of the Scribe Accommodation and the test administrator manuals.) 22 Accommodations for Students with Disabilities (Response)

23. AccommodationAdministration ELA/Literacy Constructed Response Speech-to-Text ††† ELA/Literacy Constructed Response Human Scribe ††† ELA/Literacy Constructed Response Human Signer ††† ELA/Literacy Constructed Response External Assistive Technology Device ††† A student dictates responses either verbally, using an external speech-to-text device, an augmentative/assistive communication device (e.g., picture/word board), or by dictating, 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. Student’s responses must be transcribed exactly as dictated/signed (e.g., the human scribe/signer may not change, embellish, or interpret a student’s responses when transcribing). Only transcribed responses will be scored. (Review guidelines in the accommodations manual carefully.) 23 Accommodations for Students with Disabilities (Response)

24. ††† indicates that a reporting notation will be provided on all confidential score reports to the school and parent stating that the student was provided a scribe 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. 24 Accommodations for Students with Disabilities (Response)

25. AccommodationAdministration Word Prediction External Device The student uses an external word prediction device 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. The student must be familiar with the use of the external device prior to assessment administration. The device cannot connect to the internet or save information. (See the accommodations manual for complete guidelines.) 25 Accommodations for Students with Disabilities (Response)

26. AccommodationAdministration Extended Time Students have until the end of the school day to complete a single test unit administered during the prescribed testing window. It is recommended to test students with the extended time accommodation in a separate setting to minimize distractions to other students, and to schedule these students for testing in the morning to allow adequate time for completion of a test unit by the end of the school day. (See the accommodations manual and test administrator manuals for complete guidelines.) 26 Accommodations for Students with Disabilities (Timing/Scheduling)

27. Accommodations for English Learners 27 Accessibility Features for All Students Accessibility Features Identified in Advance Administrative Considerations for All Students Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL)

28. Accommodations for English Learners AccommodationAdministration Extended Time Students have until the end of the school day to complete a single test unit administered during the prescribed testing window. It is recommended to test students with the extended time accommodation in a separate setting to minimize distractions for all students, and to schedule these students for testing in the morning to allow adequate time for completion of a test unit by the end of the school day. (Refer to the test administrator manuals and Appendix E for guidance.) Word-to-Word Dictionary (English/Native Language) The student uses an approved bilingual, word-to-word dictionary. Dictionaries that include definitions, phrases, sentences, or pictures are not allowed. The student should be familiar with the dictionary they will use during testing. Students should be given ample time to complete the test using the accommodation. If no hard copy word-to- word dictionary can be found for a specific language, an electronic translator may be used. The device cannot connect to the internet or store information. 28

29. Accommodations for English Learners AccommodationAdministration Mathematics Response Speech-to-Text Mathematics Response Human Scribe The student dictates responses verbally, using an external speech-to- text device or to a human scribe. The student must be tested in a separate setting. The student must be familiar with any external devices prior to assessment administration. Student’s responses must be transcribed exactly as dictated. (See the accommodations manual for complete guidelines.) General Administration Directions Read Aloud and Repeated in Student’s Native Language (by test admin) The test administrator reads aloud the general administration instructions in the student’s native language. The student may request that directions be repeated. The student must be tested in a separate setting. Test administrators providing this accommodation should be literate and fluent in English, as well as in the student’s native language, if an administrator who speaks the language is available. Hard copy directions will be translated into the highest-incidence languages across PARCC states: (1) Spanish, (2) Arabic, (3) Navajo, (4) Chinese Mandarin, (5) Vietnamese, (6) Portuguese, (7) Haitian Creole, (8) Polish, (9) Somali, and (10) Marshallese. 29

30. Accommodations for English Learners AccommodationAdministration General Administration Directions Clarified in Student’s Native Language (by test admin) The test administrator clarifies general administration instructions in the student’s native language. No part of the test may be clarified, nor may any assistance be provided to the student during testing. The student must be tested in a separate setting. Test administrators providing this accommodation should be literate and fluent in English, as well as in the student’s native language, if an administrator who speaks the language is available. (See the accommodations manual for complete guidelines.) 30

31. Accessibility Features and Accommodations Appendices 31 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

32. Accessibility Features and Accommodations Appendices 32 Appendix A: Accessibility Features and Accommodations for Students Taking the Paper-and-Pencil PARCC Assessments Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

33. Accessibility Features and Accommodations Appendices 33 Appendix A: Appendix B: Test Administration Protocol for the Read-Aloud Accommodation for English Language Arts/Literacy Assessments and Accessibility Feature for Mathematics Assessments Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

34. Accessibility Features and Accommodations Appendices 34 Appendix A: Appendix B: Appendix C: Protocol for the Use of the Scribe Accommodation Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

35. Accessibility Features and Accommodations Appendices 35 Appendix A: Appendix B: Appendix C: Appendix D: Text-to-Speech, Human Reader, or Interpreter Accommodation Guidance for English Language Arts/Literacy Assessments Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K: * ADE does not require use of this form, but it might prove beneficial to your district.

36. Accessibility Features and Accommodations Appendices 36 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Guidance for Selecting and Administering the Extended Time Accommodation Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K: * ADE does not require use of this form, but it might prove beneficial to your district.

37. Accessibility Features and Accommodations Appendices 37 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Unique Accommodation Request Form Appendix G: Appendix H: Appendix I: Appendix J: Appendix K:

38. Accessibility Features and Accommodations Appendices 38 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Use of an Emergency Accommodation on a PARCC Assessment Appendix H: Appendix I: Appendix J: Appendix K:

39. Accessibility Features and Accommodations Appendices 39 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Student Accommodation Refusal Form Appendix I: Appendix J: Appendix K: * ADE does not require use of this form, but it might prove beneficial to your district.

40. Accessibility Features and Accommodations Appendices 40 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Audio and Human Reader Guidelines for the ELA/Literacy Assessments Appendix J: Appendix K:

41. Accessibility Features and Accommodations Appendices 41 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Audio and Human Reader Guidelines for the Mathematics Assessments Appendix K:

42. Accessibility Features and Accommodations Appendices 42 Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Appendix F: Appendix G: Appendix H: Appendix I: Appendix J: Appendix K: Legal Background

43. 43 Accessibility Features and Accommodations Further questions? Please contact the Arkansas Department of Education, Office of Student Assessment. Hope Allen, Director of Student Assessment hope.allen@arkansas.gov Phone: 501-682-4558 hope.allen@arkansas.gov Jared Hogue, PARCC accommodations; alternate assessments jared.hogue@arkansas.gov Phone: 501-682-4946