2007 Accommodations Guidelines
for
•
•
•
2007
•
Students with IEPs
Students with 504
Plans
English Language
Learners
All Students
2007 Accommodations Guidelines
TABLE OF CONTENTS
Introduction .......................................................................................................................................2
What are accommodations? ................................................................................................2
What is the purpose of this document?..............................................................................2
Who should use this document?.........................................................................................2
How is this document organized? .......................................................................................2
What about next year?..........................................................................................................3
Part One: Types of Allowable Accommodations ..........................................................................3
Category 1: CHANGES IN TEST ENVIRONMENT ...............................................................4
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS........................................6
Category 3: ADAPTED TEST FORMS ................................................................................10
Category 4: OTHER ACCOMMODATIONS ........................................................................12
Accommodations Not Allowed ..........................................................................................14
Part Two: Selecting Appropriate Accommodations ...................................................................15
Chart for Selecting Accommodations by Disability.........................................................17
Guiding Questions ..............................................................................................................22
Part Three: Planning for Test Day ................................................................................................23
Part Four: Pennsylvania Alternate System of Assessment (PASA)..........................................25
What is the PASA? ..............................................................................................................25
Who can participate in the PASA? ....................................................................................25
How is the PASA administered?........................................................................................25
Part Five: APPENDICES ................................................................................................................27
APPENDIX I..........................................................................................................................27
Frequently Asked Questions..................................................................................27
APPENDIX II.........................................................................................................................30
Student Definitions .................................................................................................30
APPENDIX III........................................................................................................................32
Sample PSSA Page for Coding Student Data -- Grades 3 - 8 and 11..................32
APPENDIX IV .......................................................................................................................35
Confidentiality Agreement......................................................................................35
APPENDIX V ........................................................................................................................36
2007 PSSA Fact Sheet: Accommodations for All Students ................................36
APPENDIX VI .......................................................................................................................47
2007 PSSA Fact Sheet: Accommodations for English Language Learners ......47
APPENDIX VII ........................................................................................................................ 53
Contact Information ................................................................................................53
APPENDIX VIII .....................................................................................................................54
Bibliography for Assessment Accommodations Research ................................54
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Introduction
What are accommodations?
Accommodations are practices and procedures in the areas of presentation, response, setting,
and timing/scheduling that provide equitable access during instruction and assessments for
students with disabilities.
Accommodations are intended to reduce or even eliminate the effects of a student’s disability;
they do not reduce learning expectations. The accommodations provided to a student must be
the same for classroom instruction and classroom assessments. However, allowable
accommodations on district and state assessments will usually be a subset of the large amount
of accommodations available in the classroom, due to the purposes of these higher stakes
assessments. It is critical to note that although some accommodations may be appropriate for
instructional use, they may not be appropriate for use on a standardized assessment (CCSSO,
2005).
What is the purpose of this document?
The purpose of the 2007 PSSA Accommodations Guidelines is to assist teachers, supervisors,
parents, and administrators in selecting appropriate PSSA test accommodations according to
individual student need. The focus of this document is supporting school and district personnel
as they make decisions on accommodations for students who are identified as English
Language Learners (ELLs), students with a 504-service agreement, and students with an
Individualized Educational Plan (IEP). In addition, this document includes a list of
accommodations available for all other students in Appendix V. This list is also posted
separately on the PDE website.
Who should use this document?
Those involved in making accommodation decisions and staff who may administer the PSSA to
identified students should be familiar with the full contents of this document in order to plan for
and provide appropriate, allowable test accommodations. All staff should be familiar with the
accommodations available for all students.
How is this document organized?
This document is organized into the following sections:
•
Types of Allowable Accommodations: Lists the allowable accommodations and
identifies which accommodations can meet specific student needs
•
Selecting Appropriate Accommodations: Describes how to select appropriate
accommodations and provides a set of guiding questions for teachers, supervisors,
parents, and administrators to consider as they identify accommodations for students
•
Planning for Test Day: Provides a checklist to help teachers and administrators prepare
for test day
•
Pennsylvania Alternate System of Assessment (PASA): Provides an overview of the
Pennsylvania Alternative System of Assessment (PASA)
•
Appendices: Includes a set of frequently asked questions, a set of definitions, sample
coding pages, a Confidentiality Agreement, a list of accommodations for all students, a
fact sheet including ELL accommodations, contact information, useful resources, and a
list of people who provided insight into this document
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
What about next year?
This book will be updated annually as PDE evaluates the success of the accommodations
described and as new accommodation practices emerge. The new accommodations or changes
from the previous year will be printed in red.
Part One: Types of Allowable Accommodations (IEP, 504, and ELL)
In this section, detailed information on PSSA accommodations for English Language Learners,
students who receive special education services, and students with 504-service agreements is
listed. Included is specific information on accommodations that are allowed, as well as
restrictions.
The allowable accommodations are divided into four categories:
1. Changes in Test Environment
2. Assistive Devices/Special Arrangements
3. Adapted Test Forms
4. Other Accommodations
Within each of the four categories, there is a chart that lists subcategories, with specific
examples to assist decision makers.
As you use this section, please keep in mind:
•
Accommodations listed on these charts include allowable accommodations for identified
students. For a separate list of the accommodations allowable for all students, see
Appendix V.
•
The 2007 PSSA Accommodations Guidelines includes a range of appropriate
accommodations for students. The Department cannot list all possible accommodations
because they are designed to meet individual student needs. If you have questions
about a particular accommodation, please contact the Bureau of Assessment and
Accountability at (717)787-4234 or (717)705-2343.
•
While accommodations are an attempt to “level the playing field,” they should not
compromise the integrity of the assessment. This document describes some of the
accommodations that are not allowed under any circumstances. The basic guide to use
in making choices is that accommodations should allow students universal access to the
assessment while yielding a valid measurement of their ability to meet standards.
•
While there may be the tendency to assume that all identified students require test
adaptation, not every ELL, 504-service agreement, or special education student requires
an accommodation. Decisions about whether any accommodation is needed, and which
accommodations to use, should be made for each student individually.
•
Additional information is available about these accommodations and any new ELL
accommodations in a stand-alone document called 2007 PSSA Fact Sheet:
Accommodations for English Language Learners. This document is available in
Appendix VI and separately on the PDE web site.
•
A Spanish/English Mathematics test for grades 3-8 and 11 is available for students who
would benefit from this accommodation. This test must be ordered in advance.
Additional information is available in the stand-alone document called 2007 PSSA Fact
Sheet: Accommodations for English Language Learners. This document is available in
Appendix VI and separately on the PDE web site.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 1: CHANGES IN TEST ENVIRONMENT
Time
Scheduled extended time
The test administrator should extend the amount of
time allotted for each section of the test, if needed,
to allow students to finish the test without having to
rush. The PSSA is not a timed test.
Students must have sufficient time to complete a
section prior to the end of the school day.
The sections of the assessment must be
administered in the sequence required in the
administrator’s manual.
On subsequent days, students are not permitted to
revisit a section.
Student-requested extended time
Students can request extended time at any time
during the assessment process as long as they are
working productively.
Multiple testing sessions
If a school schedules more than one test section
per day, multiple test sessions (days) may be
scheduled for a student(s) that requires extended
time. Students may not break and discuss the test
items during the extended time.
Scheduled breaks
The test administrator may schedule opportunities
for students to move around the room and/or take
breaks. Students should be monitored during any
break to ensure test security.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 1: CHANGES IN TEST ENVIRONMENT
Place
Classroom adaptations
Preferential seating arrangements may help
students concentrate or feel more comfortable.
Adaptive/special furniture (e.g., study carrel, table
space for large print assessment materials) may be
helpful for students.
Testing in a separate room
To reduce distraction, a student may need to be
tested in a room separate from the larger group.
Hospital/home testing
Arrangements should be made to allow for the
testing of a student who is a patient in a hospital
setting during the testing period. Arrangements
should also be made to allow for the testing of a
student who is confined to the home during the
testing period.
Grouping
Small group testing
Some students may require a testing environment
with fewer students. Other students may require
testing in a setting separate from all other students.
Other
Other accommodations, not listed here, may be
available and appropriate for students, as long as
the accommodations do not compromise the
integrity of the assessment. Contact the
Pennsylvania Department of Education’s Bureau of
Assessment & Accountability at (717) 787-4234 or
(717)705-2343, if you have any questions.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Brailler/Notetaker
Students who use a Brailler/Notetaker as part of
their regular program can use it for the PSSA.
Calculator
Students may use an adaptive calculator for the
Mathematics assessment where calculator use is
permitted.
Adaptive calculators with large keys and/or voice
output are allowed.
No calculators are permitted in the non-calculator
section of the Mathematics test.
Cranmer abacus
Only students with blindness, low vision, or
partial sight may use the Cranmer abacus on the
non-calculator section of the Mathematics test.
Magnification devices
A magnification device may be used for students
with visual impairments.
Large print editions of the assessment booklet
and answer sheet may also be used.
Word Processor, or typewriters
Word Processors or typewriters are an allowable
accommodation for students with identified
needs.
School personnel must determine which students
will need this accommodation and plan
accordingly so that the equipment is available
during the testing period.
A test administrator must transcribe each
student’s responses into his/her PSSA Answer
Booklet.
A test administrator must not alter student
answers under any circumstances.
Spell checker, grammar checker, word prediction
functions, and other supports must be turned off.
Students may use the typing function only.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Word-to-word (translation) dictionary
without definitions
Word-to-word (translation) dictionaries are
allowed for grades 3-8, and 11.
(Native language to English or English
to native language)
Dictionaries that include word definitions or
pictures are not allowed.
Word-to-word dictionaries may be used on any
section of the Mathematics test and the openended section of the Reading test for grades 3-8,
and 11.
Word-to-word dictionaries cannot be used on any
section of the Writing test or for multiplechoice/passages on the Reading test.
If using this accommodation, please code PSSA
Answer Booklet “Translation dictionary for LEP
student.”
Qualified bilingual interpreter
(English to native language)
For more information see Appendix VI
Interpreters may translate directions and clarify
instructions for the Reading, Writing, and
Mathematics assessments.
Interpreters may translate, but not define, specific
words and/or questions (multiple-choice and
open-ended) on the Mathematics assessment.
Interpreters may have access to the mathematics
test one day prior to administration to aid them in
preparation for translating the assessment.
Interpreters may only access the assessment in
a secure setting; the assessment may not leave
the building (note-taking is strictly prohibited);
interpreters must sign a Confidentiality
Agreement (sample form in Appendix IV).
They may not translate or define words or
phrases in the multiple-choice items or stimulus
passages on the Writing test. They may translate
but not explain or define any part of the writing
prompt.
Interpreters may only translate the directions on
the Reading test. They may not translate or
define words or phrases in passages or
questions (multiple-choice or open-ended).
If using this accommodation, please code answer
booklet “Qualified interpreter for LEP student.”
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Qualified interpreter signs directions
(Deaf/Hearing Impaired)
Directions for all tests should be presented in the
preferred language or spoken communication
mode of the student with appropriate
amplification or other visual or auditory support
as needed.
The assistance of a qualified interpreter may be
used to interpret and clarify directions for the
Reading, Writing, and Mathematics
assessments. Directions for all assessments are
provided to districts prior to the testing window.
1. Interpreters may not translate or define
words or phrases in the multiple-choice
items or stimulus passages on the
Writing test. They may interpret but not
explain or define any part of the writing
prompt.
2. Interpreters may only translate the
directions on the Reading test. They
may not translate or define words or
phrases in passages or questions
(multiple-choice or open-ended).
3. Interpreters may translate, but not
define, specific words and/or questions
(multiple-choice and open-ended) on the
Mathematics assessment.
Interpreters may have access to the mathematics
test one day prior to administration to aid them in
preparation for translating the assessment.
Interpreters may only access the assessment in
a secure setting; the assessment may not leave
the building (note-taking is strictly prohibited);
interpreters must sign a Confidentiality
Agreement (sample form in Appendix IV).
Augmentative communication systems
Letter boards, picture communication systems,
voice output systems, and other augmentative
communication systems may be used for all
assessments.
A test administrator must transcribe the student’s
responses into his/her PSSA Answer Booklet.
A test administrator must not alter student
answers under any circumstances.
Spelling/grammar checkers and word prediction
functions must be turned off for the Writing
PSSA.
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2007 Accommodations Guidelines
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Audiotape or Compact Disk
Students may respond on audiotape or CDs for
Mathematics and Reading assessments and only
the multiple-choice portion of the Writing test.
School personnel must determine which students
will need this accommodation and plan
accordingly so that the audio equipment is
available during the testing period.
A test administrator must transcribe the student’s
responses into his/her PSSA Answer Booklet. A
test administrator must not alter student answers
under any circumstances.
All tapes and/or CDs must be returned with
PSSA materials.
Listening devices
FM systems or other assistive listening devices
may be used throughout the assessment for
presentation in spoken English.
Reference materials
The only reference material allowed is a copy of
the original formula sheet and scoring guidelines
provided in the Mathematics, Reading, and
Writing Handbooks posted on the PDE website at
www.pde.state.pa.us and in the Handbook for
Assessment Coordinators and Administrators.
The only exception is for students who have a
documented need for number lines specified in
an IEP, 504 service plan, or ELL program.
Paper, reading windows and
highlighters
Special paper such as graph paper, large lined
paper, or widely spaced paper may be used.
Highlighters, place markers, and reading
windows are also allowable.
Reading windows or frames are often used to
help students read one sentence at a time.
Typically, reading windows are a piece of paper
with a “window” cut out to control what the
student reads.
In addition, students may use scratch paper, but
any markings on the scratch paper will not be
scored. Answers must be transcribed onto the
PSSA Answer Booklet. The test administrator
should collect all scratch paper at the end of a
testing session.
Refer to FAQ Page 29 for additional information
regarding highlighters.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 3: ADAPTED TEST FORMS
Braille edition
A Braille edition of the assessment booklet may be
used.
Braille edition assessment forms for Grades 3-8
and 11 must be ordered from the Pennsylvania
Training and Technical Assistance Network
(PaTTAN), Harrisburg.
Students who use the Braille form must have all
answers transcribed by school personnel into
scannable answer booklets exactly as the student
has responded.
Refer to Appendix VII for further details.
Large print edition
A large print edition of the assessment booklet
may be used for students with visual impairment.
Large print edition assessment forms for Grades
3-8 and 11 must be ordered from the
Pennsylvania Training and Technical Assistance
Network (PaTTAN), Harrisburg.
Students who use the large print form must have
all of their answers transcribed by school
personnel into scannable answer booklets exactly
as the student has responded.
Refer to Appendix VII for further details.
English/Spanish Mathematics test
(Grades 3-8 and 11)
All LEP students are required to participate in the
Mathematics PSSA, with accommodations as
appropriate.
Students whose first language is Spanish and who
have been enrolled in schools in the United States
for fewer than three years may take the
English/Spanish Mathematics test.
The local educational agency should determine
which students should use this accommodation.
For additional information, see Appendix VI.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 3: ADAPTED TEST FORMS
Signed version
Directions for all tests should be presented in a
way that meets students’ individual
communication needs. The preferred language or
spoken communication mode of the student with
appropriate amplification or other visual or
auditory support should be provided.
Qualified interpreters may sign the directions for
all assessments. They may sign questions on
the Mathematics assessment.
Interpreters may sign the writing prompt on the
Writing test. They may not sign the multiplechoice questions or the stimulus passages on the
Writing test.
Interpreters may only sign the directions on the
Reading test. They may not translate or define
words or phrases in passages or questions
(multiple-choice or open-ended). Directions for all
assessments are provided to districts prior to the
testing window.
Interpreters may have access to the mathematics
test one day prior to administration to aid them in
preparation for translating the assessment.
Interpreters may only access the assessment in
a secure setting; the assessment may not leave
the building (note-taking is strictly prohibited);
interpreters must sign a Confidentiality
Agreement (sample form in Appendix IV).
Audiotape or Compact Disk
General directions may be provided via an
audiotape or CD.
Verbatim sections of the mathematics
assessment may also be provided. NO PART of
the Reading assessment or the Writing multiple
choice and passages section may be provided.
School personnel must determine which students
will need this accommodation and plan
accordingly so that appropriate audio equipment
is available during the testing period.
A testing administrator must transcribe the
student’s recorded responses into his/her PSSA
Answer Booklet. A test administrator must not
alter student answers under any circumstances.
All tapes/CDs must be returned with the PSSA
materials.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 4: OTHER ACCOMMODATIONS
Student marks in answer booklet
In grades 4-8 and 11 students may mark
answers in the test booklet, including drawings
and graphics. Highlighters may also be used.
Responses must be transferred onto the
PSSA Answer Booklet.
In Grade 3 students respond directly in the PSSA
Test Booklet. When using highlighters, students
must be very careful to avoid making stray
marks, marking the bubbles, marking in the
open-ended response areas, and marking the
black marks along the edges of the paper. If a
highlighter mark strays over the answer bubble,
the item cannot be scored correctly.
Only pencil may be used to fill in bubbles. If a
student marks the incorrect answer, there must
be a complete removal of that marking or it will
be scored as incorrect with two answers.
Refer to FAQ Page 29 for additional information
regarding highlighters.
Dictation to a test administrator
(Scribe)
Students may answer questions orally if they are
unable to use a pencil or have handwriting that is
illegible.
Students who require this accommodation may
dictate to a scribe on Mathematics and Reading
tests and on the multiple-choice portion of the
Writing test.
On the Writing prompts, dictation of student’s
response is not allowed, but the administrator
may transcribe handwriting that is extremely
difficult to read.
The test administrator must record the student’s
responses in his/her PSSA Answer Booklet
during the testing period. A test administrator
must not alter student answers under any
circumstances.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Category 4: OTHER ACCOMMODATIONS
Reading aloud
Directions for all assessments may be read
aloud.
The writing prompt is read aloud as part of the
directions. The test administrator may not explain
or define any part of the writing prompt. Writing
multiple choice items and stimulus passages may
not be read aloud.
Test administrators are not allowed to read to the
student any portion, multiple-choice or openended, of the Reading assessment except for the
directions.
Mathematics assessment questions may also be
read aloud.
A test administrator may not define a word.
Marking an answer booklet at student
direction
A test administrator may mark an answer booklet
at the direction of the student.
For example, with multiple-choice questions only,
the student may point to his/her response and
the test administrator must record the student’s
responses in his/her PSSA Answer Booklet.
Providing visual cues
A test administrator may use visual cues in the
assessment directions, such as highlighters and
colored stickers.
Students may use visual cues throughout the
assessments.
Simplifying directions
The test administrator may simplify the language
of the directions, repeat directions as necessary,
read directions in English or the native language,
and have students explain directions aloud to
confirm understanding.
The test administrator may not explain or define
any part of the writing prompts.
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Accommodations NOT Allowed
The following are examples of accommodations that are NOT allowable and are NOT
appropriate for the PSSA:
1. Helping students answer items, such as:
• Helping the student eliminate some multiple-choice items
• Pointing to key phrases in test questions for students
• Pointing to correct answers on the assessment
• Giving correct answers after the student becomes frustrated
• Having formulas or number lines on the wall or board (Only exception – if number
lines are specifically documented in the IEP, ELL, or 504 Program)
• Using a highlighter to prompt students on the assessment portion of the PSSA –
in the questions, text or answers
• Having a word wall, vocabulary words and definitions in the testing area
2. Providing time adaptations that compromise the testing setting, such as:
• Giving students a lunch break in the middle of a test section
• Giving students an unsupervised break in the middle of a section
• Letting a student finish a section the next day
3. Allowing accommodations that are specifically prohibited, such as:
• Using the IEP to violate the integrity of the PSSA by allowing a statement that
permits calculators for entire assessments including the PSSA
• Using the IEP to violate the integrity of the PSSA by allowing a statement that
permits a student to have the Reading PSSA read, signed, and/or interpreted to
them
• Using the IEP to violate the integrity of the PSSA by allowing a statement that
permits a student to have the multiple choice and stimulus passage portion of the
Writing PSSA read, signed, and/or interpreted
• Reading, signing, and/or interpreting any portion of the Reading PSSA, except
the directions
• Reading, signing, and/or interpreting the entire PSSA to an ELL in their native
language
• Allowing a service agreement or IEP to compromise the integrity of the PSSA
• Giving a student a calculator for the entire Mathematics assessment
• Using the IEP to violate the integrity of the PSSA by allowing a statement that
permits dictionaries or spelling/grammar checkers to be used for the
Mathematics, Reading, and/or Writing PSSA
• Using a scribe or audio recorder for the prompt portion of Writing PSSA
4. Failing to maintain required test security, such as:
• Sending the PSSA home with a parent for a hospitalized or homebound student
• Sending the PSSA home with a parent for a student who receives instruction in
the home
• Discussing a particular question or prompt during or after the assessment
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
Part Two: Selecting Appropriate Accommodations
Accommodations must be tailored to the needs of individual students and should mirror
strategies used in daily instruction to the extent those accommodations are allowable. It is not
recommended to introduce new accommodations to students for the first time when they are
taking the PSSA.
Selecting Accommodations for Students with Disabilities
For students with disabilities, IEP teams must determine the accommodations that the student
will use for participation in the PSSA. That determination is based on the student’s IEP,
supported by the Evaluation Report and/or progress-monitoring data, and should be recorded in
the current IEP.
Required accommodations written on the IEP within the “State Assessment” section must be
implemented, as long as they are allowable. Once implemented, schools must mark those
accommodations on the student’s PSSA Answer Booklet.
For students with an IEP who are also ELL, an ELL teacher or a person with expertise in
language acquisition should participate in the IEP team process to assist in the selection of
appropriate accommodations.
Selecting Accommodations for English Language Learners
Appropriate school personnel – such as the ESL/bilingual teacher, bilingual coordinator,
classroom teacher, the test administrator or coordinator, parent, principal, and/or counselor –
should select accommodations for ELLs on an individual basis.
This determination must be done at least annually so that information and adaptations are
current, and should be done based on individual need rather than choosing categorically for
groups of ELLs.
All accommodations should be documented in each student’s file and recorded on the
demographics pages of the PSSA (see Appendix III: Sample PSSA Page for Coding Student
Data).
English/Spanish Mathematics test for grades 3-8 and 11. For the 2007 assessment for
grades 3-8 and 11, a student whose first language is Spanish who has been in the United
States for fewer than three years may be given this accommodation. The local educational
agency should determine which students should use this accommodation. More information on
this accommodation is available in Appendix VI.
Word-to-word (bilingual) dictionaries. Bilingual dictionaries must be word-to-word
translations; dictionaries with definitions of words or pictures are not allowable. Electronic
dictionaries that provide word-to-word translations may be used; but again, no devices that
provide definitions or pictures can be used. Word-to-word dictionaries may be used on any
portion of the Mathematics test and the open-ended section of the Reading test. Word-to-word
dictionaries cannot be used on any portion of the Writing test or for multiple-choice/passages on
the Reading test.
Qualified interpreters. Districts may identify qualified interpreters and must document the
process and/or criteria used to select interpreters.
Interpreters may have access to the mathematics test one day prior to administration to aid
them in preparation for translating the assessment. Interpreters may only access the
Pennsylvania Department of Education, Accommodations Guidelines, May 2006
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2007 Accommodations Guidelines
assessment in a secure setting; the assessment may not leave the building (note-taking is
strictly prohibited); interpreters must sign a Confidentiality Agreement (sample form in Appendix
IV).
Interpreters may work with one student or small groups of students depending on the test
setting. Interpreters can translate the directions on the Writing, Mathematics, and Reading
assessments. They may not define test questions or terms in Writing, Mathematics, and
Reading assessments. Test content can be translated only for the Mathematics assessment.
On the Reading assessment, only the directions can be translated. Interpreters may not
interpret any of the Reading and Writing multiple-choice questions and/or the Reading and
Writing passages. Interpreters should not answer clarifying questions that may be asked about
test questions or the writing prompt. They may only clarify directions in the native language.
In addition, a fact sheet has been prepared to describe the accommodations available for ELLs.
This document is posted on the PDE website and in Appendix VI.
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2007 Accommodations Guidelines
Chart for Selecting Accommodations by Disability or Needs
Another way to help teachers, supervisors, parents, and administrators choose which
accommodations to use is to organize the allowable accommodations by the needs or
disabilities of the students. This chart provides examples of accommodations that might be
most appropriate to a particular condition, learning need, or disability. This list was developed
based on the accommodations described in the previous section but organized differently.
See previous section for details on guidelines for using each listed accommodation.
Student Characteristics
Blindness
Low vision
Partial sight
Allowable Accommodations for the PSSA
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Testing in a separate room
Small group testing
Cranmer abacus (all sections)
Magnification devices
Word Processor, Brailler/Notetaker, or
Typewriter
Audiotape
Braille edition of assessment
Large print edition
Dictation within guidelines
Reading aloud: directions may be read
aloud for all assessments
The writing prompt may be read aloud
(may not explain or define any part of
the writing prompt)
Questions may be read aloud for
Mathematics only
Marking an answer booklet at student
direction
Providing visual cues (i.e. highlighters)
Using special paper or scratch paper
Simplifying directions
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Student Characteristics
Weak manual dexterity
Difficulty or inability to write with a pencil
or type on a standard keyboard
Allowable Accommodations for the PSSA
•
•
•
•
•
•
•
•
•
•
Reading disability
Difficulty decoding printed text
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time
Multiple test sessions
Classroom adaptations
Word processor or typewriter (modified
keyboard)
Augmentative communication systems
including a voice output system
Audiotape or CD
Dictation within guidelines
Marking an answer booklet at student
direction
Using special paper
Other (e.g., pencil grip)
Scheduled extended time
Student-requested extended time
Multiple testing sessions
Scheduled breaks
Testing in a separate room
Small group testing
Word processor or typewriter
Audiotape or CD
Student marking in test booklet
Dictation within guidelines
Reading aloud: directions may be read
aloud for all assessments
The writing prompt may be read aloud
(may not explain or define any part of
the writing prompt)
Questions may be read aloud for
Mathematics only
Marking an answer booklet at student
direction
Providing visual cues (i.e. highlighters,
underlining)
Using special paper or scratch paper
Simplifying directions
Other (e.g., use of reading window to
limit amount of text presented at one
time)
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Student Characteristics
Deaf/Hard of Hearing
Allowable Accommodations for the PSSA
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Writing disability
•
•
•
•
•
•
•
•
•
•
•
•
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Testing in a separate room
Small group testing
Word processor or typewriter
Listening devices
Qualified interpreter signs directions
Signed version
Student marking in test booklet
Dictation within guidelines
Reading aloud: directions may be read
aloud for all assessments
The writing prompt may be read aloud
(may not explain or define any part of
the writing prompt)
Questions may be read aloud for
Mathematics only
Marking an answer booklet at student
direction
Providing visual cues
Using special paper
Simplifying directions
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Testing in a separate room
Small group testing
Word processor, Brailler/Notetaker or
typewriter
Audiotape or CD
Student marking in test booklet
Dictation within guidelines
Marking an answer booklet at student
direction
Using special or scratch paper (e.g.,
student may draft response prior to
writing final answer in answer booklet)
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Student Characteristics
Allowable Accommodations for the PSSA
Math disability
•
•
•
•
•
•
•
•
•
•
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Testing in a separate room
Small group testing
Student marking in test booklet
Providing visual cues
Using special paper
Simplifying directions
Physical disability
•
•
•
•
•
•
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Hospital/home testing
Word processor, Brailler/Notetaker or
typewriter
Audiotape or CD
Dictation within guidelines
Marking an answer booklet at student
direction
Providing visual cues
Using special or scratch paper
•
•
•
•
•
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Student Characteristics
Easily distracted
Short attention span
Allowable Accommodations for the PSSA
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Communication disorder
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time
Multiple testing sessions
Scheduled breaks
Classroom adaptations
Testing in a separate room
Small group testing
Audiotape or CD
Student marking in test booklet
Dictation within guidelines
Reading aloud: directions may be read
aloud for all assessments
The writing prompt may be read aloud
(may not explain or define any part of
the writing prompt)
Questions may be read aloud for
Mathematics only
Marking an answer booklet at student
direction
Providing visual cues
Using special or scratch paper
Simplifying directions
Extended time
Multiple testing sessions
Testing in a separate room
Small group testing
Word processor, Brailler/Notetaker or
typewriter
Qualified interpreter
Augmentative communication systems
Audiotape or CD
Listening devices
Signed version of assessment
Reading aloud: directions may be read
aloud for all assessments
The writing prompt may be read aloud
(may not explain or define any part of
the writing prompt)
Questions may be read aloud for
Mathematics only
Simplifying directions
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Guiding Questions
Have we, as school personnel, reviewed the accommodations document so that we
have accurate information on what is allowed and what is not allowed? Have we
requested and obtained further information if we have questions that are not answered
by state documents and information sessions?
Which students in my school or classrooms receive accommodations in daily classroom
instruction? What assessment accommodations are routinely used in the classroom
setting that may be utilized for the administration of the PSSA? What accommodations
are necessary in order to obtain a valid measure of proficiency for each individual
student?
Have we reviewed individual student files and academic performance to determine the
accommodations that should be delivered? Who are the other school personnel that
may be able to identify the appropriate accommodations that the student(s) should
receive?
Have we made accommodations decisions as a group with appropriate members in
attendance? Have we recorded selected accommodations in the proper way, such as in
the IEP or the 504 plan?
Are there any accommodations that students normally receive that are not allowed on
the PSSA? If so, how can we best prepare students to participate in the assessment
without those supports?
If students require changes in the test environment, such as small groups or
individualized testing, have we made arrangements for additional personnel and made
facility arrangements?
Have we made arrangements for obtaining equipment required for accommodations,
such as computers, adaptive calculators, and word-to-word dictionaries without
definitions? Is the equipment in good working order? Is the equipment familiar to the
students?
Have all test administrators, such as qualified interpreters, received proper training in
test administration so they can administer a valid test and provide specified
accommodations within required limits?
Have arrangements been made to minimize negative impact on the general testing
environment, such as using headphones for audiotape?
Do students and their parents understand what individual accommodation decisions
have been made, what adaptations will be allowed, and what accommodations may not
be allowed because of test restrictions?
In addition to designing accommodations for special education students, English
Language Learners, and students with 504 plans, have we fully utilized allowable
accommodations that are available for all students in order to optimize test conditions for
every individual? Have we done everything possible to create conditions for obtaining a
valid measure of academic proficiency for every student?
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Part Three: Planning for Test Day
Provided below is a sample checklist that gives examples of suggested activities for school
personnel to complete to assist in providing accommodations for the PSSA.
Planning Checklist
Throughout the school year
Appropriate group determines accommodations for identified students with choices
based on individual student needs.
Document accommodations on the student’s IEP, 504 plan, ELL paperwork, or student
folder.
Students use documented accommodations regularly.
In preparation for test day
Order special test editions for individual students based on information contained in their
education plan (large print, Braille, etc.).
Distribute to test administrators the list of accommodations for students that he/she
supervises during the administration of the PSSA.
Arrange adult supervision (with substitutes available).
Train test administrators for each student receiving accommodations in small group or
individual settings (if test administrator is not the student’s regular teacher).
Arrange for trained readers, scribes, and qualified interpreters for individual students
(with substitutes available).
Arrange for special equipment and check for correct operation (tape recorder, CD player,
calculator, computer, word processor, Brailler/Notetaker with spell/grammar checker
turned off).
Examine schedule to secure appropriate testing location.
Secure test settings similar to the regular educational environment for the student.
Inform staff, students, and parents of testing schedule.
Replace defective equipment.
Provide “Testing: Do Not Disturb” signs.
On test day
All designated students receive appropriate accommodations.
Record provided accommodations carefully and accurately.
Secure substitutes as needed.
After test day
Complete student accommodation information on answer sheets (e.g. use of audiotape,
dictation to a proctor, use of computer, etc.).
Return ALL student booklets (including Braille and Large-Print versions).
Return ALL tapes and/or CD recordings.
Collect and destroy all scratch paper.
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Collect and destroy all original transcribed student work.
Permanently delete and remove files of all electronically produced student work, e.g.
student used computer for open-ended response.
Return all equipment to appropriate locations.
Schedule make-up tests promptly.
Students who take “make-up” tests receive appropriate accommodations.
Evaluate effectiveness of utilized accommodations.
Record accommodations provided on required PSSA documents.
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2007 Accommodations Guidelines
Part Four: Pennsylvania Alternate System of Assessment (PASA)
What is the PASA?
The Pennsylvania Alternate System of Assessment (PASA) measures the attainment of
knowledge and skills of students with significant cognitive disabilities through a series of
approximately 40 discrete items. Like the PSSA, the purpose of the PASA is to provide
information to schools that will aid them in improving instruction.
The PASA was developed in response to the Individuals with Disabilities Education Act
(IDEA ‘97). States are required by IDEA ‘97 to develop alternate assessment systems for
students who cannot participate in the regular state assessments.
Who can participate in the PASA?
To participate in the PASA, students must meet specific criteria established by the Department
of Education, Bureau of Special Education. The PASA is appropriate for a small number of
students with severe cognitive disabilities. All other students must participate in the PSSA, with
or without accommodations.
Participation decisions may not be based upon the student’s disability or class placement.
Rather, using the six criteria listed below, each IEP team will determine if the PASA is an
appropriate choice for the student. In order to take the alternate assessment, the student must
meet all six criteria. If the answer to any of the criteria is “no”, the PASA may not be
administered to the student, and the student will participate in the PSSA with or without
accommodations.
To participate in PASA, students must…
Be in grade 3 through 8 or 11 by September 1 of the school year in which assessment is
to be accomplished; and
Have significant cognitive disabilities; and
Require intensive instruction to learn; and
Require extensive adaptation and support to perform and meaningfully participate in the
activities; and
Require substantial modifications of general education curriculum; and
Participate in general education curriculum in a substantially different way than most
other students.
How is the PASA administered?
The PASA uses reinterpreted statewide standards as a basis for tasks that students are given to
perform. In order for all students with significant disabilities to participate, these tasks are
designed with varying levels of difficulty to assess skills that are useful in their daily lives.
Teachers either scribe or videotape the student’s participation in the assessment.
What is an alternate writing assessment?
A student who is enrolled to be administered the PASA does not take the PSSA Writing Test.
Rather, to assess such a student in written or expressive communication, the teacher should
administer an “assessment”, probe, or ongoing monitoring instrument that is relevant to goals
and objectives that are contained in the Individualized Education Program (IEP). The
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2007 Accommodations Guidelines
assessment used for one student may not necessarily be the same assessment used for
another student. Such written or expressive communication assessments are not collected at
the state level, but should be maintained as part of the child’s educational record.
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2007 Accommodations Guidelines
Part Five: APPENDICES
APPENDIX I
Frequently Asked Questions
Who is required to participate in the PSSA?
All students are required to participate in the state assessment, with most taking the PSSA and
a small percentage taking PASA as described previously on Page 25. Students in grades 3-8
and 11 take the Mathematics and Reading sections of the PSSA. Students in grades 5, 8, and
11 participate in the Writing assessment. Nonpublic, private, and parochial schools may
participate on a voluntary basis, as well as students who are home-schooled. A student may be
excused from the assessment if a parent believes the test conflicts with religious beliefs.
Foreign exchange students are required to participate in the state assessment.
When is the test given and how long does it take?
The testing window in 2007 is from February 12–23 for Writing and from March 12–23 for
Mathematics and Reading. Districts/schools control their own schedules within that window.
The Writing assessment takes approximately 3 hours. The Mathematics and Reading portions
of the assessment take a total of 5 to 6 hours and are administered over 6 sessions.
Can a parent or guardian review the assessment?
Pennsylvania regulations (Chapter 4) allow parents and guardians to review the PSSA two
weeks prior to the test dates. For details and requirements regarding the review of the
assessment, contact your local school.
What does the test include?
The test is based on the Pennsylvania Assessment Anchors for Mathematics and Reading and
the Pennsylvania Academic Standards for Writing. The Mathematics, Reading, and Writing
assessments consist of open-ended and multiple-choice questions.
Is the PSSA a graduation requirement?
Pennsylvania regulations (Chapter 4) state that students must meet three (3) requirements to be
able to graduate. Those requirements are:
1. completion of courses and grades,
2. completion of a culminating project, and
3. proficiency in Reading, Writing, and Mathematics.
Each individual school district chooses how they will determine a student’s “proficiency in
Reading, Writing and Mathematics”.
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Frequently Asked Questions
Must all English Language Learners (ELLs) participate in the PSSA?
In 2004, the USDE released guidance on participation of LEP students in state assessments.
This flexibility allows LEP students in their first year of enrollment in U.S. schools an option of
taking the Reading PSSA. A student’s enrollment in a school in Puerto Rico is not to be
considered as enrollment in a U.S. school. If students choose to participate in the Reading
assessment, their performance level results will not be included in the AYP calculations for the
school/district.
All LEP students are still required to take the Stanford English language proficiency (SELP)
assessment.
All LEP students are still required to participate in the Mathematics PSSA, with accommodations
as appropriate.
The mathematics scores of LEP students in their first year of enrollment in U.S. schools, not
including Puerto Rico, will not be used to determine the percent proficient or higher for AYP
status.
LEP students in their first year of enrollment in U.S. schools are not required to take the Writing
PSSA.
The new guidance also provides flexibility in determining who can be included in the LEP
subgroup. Since LEP students exit the LEP subgroup once they attain English language
proficiency, schools/districts may have difficulty demonstrating improvements on state
assessments for these students. The USDE is now allowing schools/districts/states to include
in the LEP subgroup those students who have exited an ESL/bilingual education program within
the past two years.
When completing the demographic pages, school personnel should code the “Yes” oval for
“Student exited an ESL/bilingual education program within the past two years” if the student has
exited an ESL/bilingual education program within the past two years as determined by the local
district’s ESL Program Plan. The two-year monitoring period begins from the date the student
exits the ESL program as defined by the district's multiple exit criteria in its ESL Program Plan.
Districts have the option to include or not include the exited students. The PSSA data will be
analyzed with and without exited students and the higher percentage will be used for AYP
purposes.
Do students receiving hospital or homebound instruction need to participate in statewide
assessments?
Yes. All eligible students must participate in the state assessment according to No Child Left
Behind. Schools must make the necessary arrangements so that the student can meaningfully
participate in the assessment.
Why can’t the PSSA Reading assessment be read to students?
Allowing anyone to read any portion of the Reading test for ELLs and/or other students with
IEPs or 504s is controversial among technical testing experts. The purpose of the Reading
assessment is to determine if the student can comprehend what has been read. Reading any
portion of the assessment to the student would alter what is being assessed and could
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2007 Accommodations Guidelines
potentially compromise the integrity of the test. Based on the recommendations of the
Technical Advisory Committee, PDE has developed this policy that is consistent for all students
in all accommodations situations. As with all accommodations, PDE plans to review them
annually and make adjustments based on current or new research.
Why can’t the PSSA Writing multiple choice and stimulus passages be read to students?
As with the Reading test, allowing anyone to read any portion of the multiple choice items for
editing and revising or the stimulus passage, might alter what is being assessed and could
potentially compromise the integrity of the Writing test. Based on review and consultation with
experts in the field, PDE has developed this policy that is consistent for all students in all
accommodations situations. As with all accommodations, PDE plan to review this policy
annually and make adjustments as needed.
Why can’t dictionaries be used for the Writing, Mathematics, and Reading assessments?
For the Mathematics assessment, the student may find answers and additional formulas in the
dictionary that may not be provided on the assessment. For Reading and Writing assessments,
the dictionary may provide the student with an unfair advantage in spelling, grammar, and
understanding and defining words.
Are there special concerns with students using highlighters?
Students may use highlighter pens during the test sessions to highlight text in the Reading and
Writing multiple choice passages or text in the Mathematics items. However, students must
mark their responses to questions using a No. 2 pencil. Only highlighter pens may be used;
other types of felt-tip marking pens may not be used. Please use the following
recommendations if highlighters are used during test administration.
Students should be instructed never to use a highlighter in the same place that they
used a pencil. Accordingly, do not allow students to highlight pencil marks of any kind,
including filled-in bubbles or students’ handwriting. The highlighters may cause pencil
marks to blur or bleed.
Do not allow students to highlight barcodes, preslugged bubbles, or any other marks or
printing around the edges of the scannable document. The highlighters may cause the
ink used for these purposes to blur and bleed.
Use a highlighter from the following list. These highlighters were found to cause a
minimum of problems in scanning:
o Avery Hi-Liter
o Avery Hi-Liter, thin-tipped
o Bic Brite-Liner
o Sanford Major Accent
o Sanford Pocket Accent, thin tipped
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APPENDIX II
Student Definitions
School personnel are required to complete the all students section of the PSSA Answer Booklet.
Following are student definitions to help districts/charter schools accurately report the students
participating in the statewide assessment:
Student with a disability served under IDEA
A student with mental retardation, a hearing impairment including deafness, a speech or
language impairment, a visual impairment including blindness, serious emotional disturbance,
an orthopedic impairment, autism, traumatic brain injury, other health impairment, a specific
learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs
special education and/or related services.
Student is Gifted
A student who is exceptional because the student meets the state definition of 'mentally gifted'
and needs specially designed instruction beyond that required in Chapter 4.
Student has a 504 Plan under Chapter 15
A student with a 504 plan who has a physical or mental disability, which substantially limits or
prohibits participation in or access to an aspect of the student’s school program, and is not
eligible for special education services.
Student participates in Title I Program
A student who meets the federal definition for participation in a Title I program.
Student is a Migratory Child
Migratory children are the children of migratory workers who have moved in the preceding 36
months across a school district line either to join a migrant parent or on their own, in order to
obtain temporary or seasonal employment in agriculture (including dairy workers).
Student is Limited English Proficient or English Language Learner
A limited English proficient student (LEP) or English Language Learner (ELL) is one who:
1. was not born in the United States or whose native language is other than English and
comes from an environment where a language other than English is dominant, or
2. is a Native American or Alaska Native who is a native resident of the outlying areas and
comes from an environment where a language other than English has had a significant
impact on (the student’s) level of English language proficiency, or
3. is migratory and whose native language is other than English and comes from an
environment where a language other than English is dominant,
and
1. has sufficient difficulty speaking, reading, writing or understanding the English language,
and
2. has difficulties that may deny (the student) the opportunity to learn successfully in
classrooms where the language of instruction is English or to participate fully in our
society.
Student is a Foreign Exchange Student
Foreign exchange students are not required to be identified for English as a Second Language
instruction based on Pennsylvania’s home language survey. Foreign exchange students are
required to participate in the PSSA tests.
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Student is Economically Disadvantaged
Students who are economically disadvantaged are eligible for the Free and Reduced Lunch
Program.
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2007 Accommodations Guidelines
APPENDIX III
Sample PSSA Page for Coding Student Data – Grades 3-8 and 11
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2007 Accommodations Guidelines
APPENDIX IV
Confidentiality Agreement
Test security and student confidentiality are of the utmost importance to the Pennsylvania
Department of Education, and it is the Department’s obligation to protect information about tests
and students in the assessment process. Such information includes performance tasks,
multiple-choice items, scoring rubrics, and student responses used in the Pennsylvania System
of School Assessment. The nature and quality of an individual student’s performance must not
be released.
These assessments rely on the measurement of individual achievement. Any deviation from the
assessment procedures outlined in this manual (group work, teacher coaching, pre-teaching or
pre-release of the performance tasks or assessment items, use of old Pennsylvania
assessments as preparation tools, etc.) is strictly prohibited and will be considered a violation of
test security. Any action by a professional employee or commissioned officer that is willfully
designed to divulge test questions, falsify student scores or compromise the integrity of the state
assessment system will be subject to disciplinary action under sections 1259-1267 of the School
Code (24 P.S. Sections 12-1259-12-1267).
We are certain that you share our concern that all items and students’ responses be handled in
a professional and confidential manner. By signing this agreement, you acknowledge that you
have read and understand this Confidentiality Agreement and agree to abide by these
requirements.
Legal First Name (print)
MI
Legal Last Name (print)
Title/Address/Telephone
Signature
Date
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2007 Accommodations Guidelines
APPENDIX V
2007 PSSA Fact Sheet: Accommodations for All Students
The purpose of the PSSA is to obtain an accurate portrait of student, school, district, and state
proficiency on the Pennsylvania Academic State Standards. In this fact sheet, detailed
information on available PSSA accommodations for all students is given. The 2007
Accommodations Guidelines for Students with IEPs, Students with 504-service agreements,
English Language Learners, gives more details on accommodations for identified students.
Why use accommodations? Students vary widely as individuals in general and as learners in
particular, and optimal test conditions vary accordingly. The basic guide to use in making
choices is that accommodations should allow students access to the assessment while yielding
valid measurement of their ability to meet standards. Accommodations should not compromise
the integrity of the assessment, but should ensure the best possible measure of every student’s
proficiency on standards.
Accommodations used on the PSSA should mirror the ongoing adjustments used to optimize
learning conditions for students according to their individual needs. In addition, it is helpful to
give students experience with these accommodations in context of PSSA-like conditions prior to
administering the actual assessment.
This fact sheet describes allowable accommodations that can be used for all students. The
allowable accommodations are divided into four categories: 1) Changes in Test Environment;
2) Assistive Devices/Special Arrangements; 3) Adapted Test Forms; and 4) Other
Accommodations. Within each of the four categories, there is a chart that lists subcategories,
with specific examples that assist decision-makers.
Finally, there are examples of accommodations that are not allowed under any circumstances.
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2007 Accommodations Guidelines
ACCOMMODATIONS FOR ALLSTUDENTS
Category 1: CHANGES IN TEST ENVIRONMENT
Time
Scheduled extended time
The test administrator should extend the
amount of time allotted for each section of the
test, if needed, to allow students to finish the
test without having to rush. The PSSA is not
a timed test.
Students must have sufficient time to
complete a section prior to the end of the
school day.
The sections of the assessment must be
administered in the sequence required in the
administrator’s manual.
On subsequent days, students are not
permitted to revisit a section.
Student-requested extended time
Students can request extended time at any
time during the assessment process as long
as they are working productively.
Multiple testing sessions
If a school schedules more than one test
section per day, multiple test sessions (days)
may be scheduled for a student(s) that
requires extended time. Students may not
break and discuss the test items during the
extended time.
Scheduled breaks
The test administrator may schedule
opportunities for students to move around the
room and/or take breaks. Students should be
monitored during any break to ensure test
security.
Place
Classroom adaptations
Preferential seating arrangements may help
students concentrate or feel more
comfortable.
Adaptive/special furniture (e.g., study carrel,
table space for large print assessment
materials) may be helpful for students.
Testing in a separate room
To reduce distraction, a student may need to
be tested in a room separate from the larger
group.
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2007 Accommodations Guidelines
Hospital/home testing
Arrangements should be made to allow for
the testing of a student who is a patient in a
hospital setting during the testing period.
Arrangements should also be made to allow
for the testing of a student who is confined to
the home during the testing period.
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ACCOMMODATIONS FOR ALLSTUDENTS
Category 1: CHANGES IN TEST ENVIRONMENT
Grouping
Small group testing
Some students may require a testing
environment with fewer students. Other
students may require testing in a setting
separate from all other students.
Other
Other accommodations, not listed here, may
be available and appropriate for the student,
as long as the accommodations do not
compromise the integrity of the assessment.
Contact the Pennsylvania Department of
Education’s Bureau of Assessment &
Accountability if you have any questions at
(717) 787-4234 or (717)705-2343.
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ACCOMMODATIONS FOR ALLSTUDENTS
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Word processor or typewriter
You might have a few students who normally
use a word processor or typewriter as part of
their regular classroom accommodations.
For example, you may have students whose
handwriting is so illegible that it cannot be
scored.
For those students, use of a word processor
or typewriter is an appropriate and acceptable
accommodation for the PSSA.
Schools must determine which students will
need this accommodation and plan
accordingly so that the equipment is available
during the testing period.
Spell checker, grammar checker, word
prediction, and other supports must be turned
off. Students may use the typing function
only.
A test administrator must transcribe the
student’s responses into his/her PSSA
Answer Booklet.
A test administrator must not alter student
answers under any circumstances.
Refer to Page 24 for handling of original
student work.
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2007 Accommodations Guidelines
ACCOMMODATIONS FOR ALLSTUDENTS
Category 2: ASSISTIVE DEVICES/SPECIAL ARRANGEMENTS
Reference materials
The only reference material allowed is a copy
of the original formula sheet and scoring
guidelines provided in the Mathematics,
Reading, and Writing Handbooks posted on
the PDE website at www.pde.state.pa.us and
in the Handbook for Assessment Coordinators
and Administrators.
The only exception is for students who have a
documented need for number lines specified in
an IEP, 504 Service plan, or ELL program.
Paper, reading windows and
highlighters
Special paper such as graph paper, large
lined, or widely spaced paper may be used.
Highlighters, place markers, graph paper, and
reading windows are also allowable. Reading
windows, also called “window frames” (paper
guide with a hole cut out), are used to help
students focus.
In addition, students may use scratch paper,
but any markings on the scratch paper will not
be scored. Answers must be transcribed onto
the PSSA Answer Booklet.
Refer to Page 24 for information regarding
handling of original student work.
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2007 Accommodations Guidelines
ACCOMMODATIONS FOR ALLSTUDENTS
Category 3: ADAPTED TEST FORMS
Audiotape or Compact Disk
In some special cases, directions may be
provided via an audiotape or CD. For
example, students might need to have
directions read to them and the school might
be limited in the number of people to provide
this accommodation, or reading directions
aloud might be disruptive to some students.
Verbatim sections of the mathematics
assessment may also be provided.
NO PART of the Reading assessment or the
Writing multiple-choice and passages section
may be provided.
School personnel must determine which
students will need this accommodation and
plan accordingly so that appropriate audio
equipment is available during the testing
period.
All tapes/CDs must be returned with the
PSSA materials.
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ACCOMMODATIONS FOR ALLSTUDENTS
Category 4: OTHER ACCOMMODATIONS
Student marks in test booklet
In grades 4-8 and 11 students may mark
answers in the test booklet, including
drawings and graphics. Highlighters may
also be used.
Responses must be transferred onto the
PSSA Answer Booklet.
In grade 3 students respond directly in the
PSSA Test Booklet. They may use
highlighters, but must be very careful to avoid
stray marks. Students should avoid marking
the bubbles, avoid marking in the open-ended
response areas, and avoid marking the black
marks along the edges of the paper. If a
highlighter mark strays over the answer
bubble, the item cannot be scored correctly.
Only pencil may be used to fill in bubbles.
If a student marks the incorrect answer, there
must be a complete removal of that marking
or it will be scored as incorrect with two
answers.
Refer to FAQ Page 29 of the Guidelines for
additional information regarding highlighters.
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Dictation to a test administrator
(Scribe)
You may have a few students who normally
dictate their answers to a scribe as part of
their regular classroom accommodations.
For example, you may have students whose
handwriting is so illegible it cannot be scored
or who have a broken arm.
For those students, use of a scribe is an
appropriate and acceptable accommodation
for the Mathematics and Reading PSSA.
School personnel must determine which
students need this accommodation and plan
accordingly so that the equipment is available
during the testing period.
On the Writing prompt, dictation is not
allowed, but the administrator may transcribe
illegible handwriting or a student-typed
response. A test administrator must
transcribe the student's responses into
his/her PSSA Answer Booklet.
They must not alter student answers under
any circumstances.
Refer to Page 24 for information regarding
handling of original student work.
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ACCOMMODATIONS FOR ALLSTUDENTS
Category 4: OTHER ACCOMMODATIONS
Reading aloud
Directions for all assessments may be read
aloud.
Multiple-choice and stimulus passages on the
Writing test may not be read to students. The
writing prompt is read aloud as part of the
directions. The test administrator may not
explain or define any part of the writing
prompt.
Test administrators are not allowed to read
any portion, multiple-choice and open-ended,
of the Reading assessment except for the
directions.
Questions may be read aloud for
Mathematics only for the small number of
individual students who might need this
accommodation.
A test administrator may not define a word.
Marking an answer booklet at student
direction
Test administrator may mark a PSSA Answer
booklet at the direction of the student for
multiple-choice questions only.
For example, with multiple-choice questions
only, the student may point to his/her
response and the test administrator must
record the student's responses in his/her
PSSA Answer Booklet.
Providing visual cues
A test administrator may use visual cues in
the assessment directions, such as
highlighters and colored stickers.
Students may use visual cues throughout the
assessment.
Simplifying directions
The test administrator may simplify the
language of the directions, repeat directions
as necessary, read directions in English or
the native language, and have students
explain directions aloud to confirm
understanding.
The test administrator may not explain or
define any part of the writing prompts.
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ACCOMMODATIONS FOR ALLSTUDENTS
Accommodations NOT Allowed
The following are examples of accommodations that are NOT allowable and are NOT
appropriate for the PSSA:
1. Helping students answer items, such as:
• Helping the student eliminate some multiple-choice items
• Pointing to key phrases in test questions for students
• Pointing to correct answers on the assessment
• Giving correct answers after the student becomes frustrated
• Having formulas or number lines on the wall or board
• Using a highlighter to prompt students on the assessment portion of the PSSA–in the
questions, text or answers
• Having a word wall, vocabulary words and definitions in the testing area
• Using or displaying teacher-developed rubrics
2. Providing time adaptations that compromise the testing setting, such as:
• Giving students a lunch break in the middle of a test section
• Giving students an unsupervised break in the middle of a section
• Letting a student finish a section the next day
3. Allowing accommodations that are specifically prohibited, such as:
• Reading any portion of the Reading PSSA, except the directions
• Reading the entire PSSA to ELLs in their native language
• Giving a student a calculator for the entire Mathematics assessment
• Using a scribe or audio recorder for the prompt portions of the Writing PSSA
• Reading the multiple-choice and passage portion of the Writing PSSA
• Explaining or defining any part of the writing prompt
• Giving students reference materials for the Mathematics, Reading or Writing PSSA.
This includes, but is not limited to dictionaries (print, electronic, Palm Pilot), thesauri,
and spelling or grammar checkers.
4. Failing to maintain required test security, such as:
• Sending the PSSA home with a parent for a hospitalized or homebound student
• Sending the PSSA home with a parent for a student who receives instruction in the
home
• Discussing a particular question or prompt during or after the assessment
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APPENDIX VI
2007 PSSA Fact Sheet: Accommodations for English Language Learners
This fact sheet answers some of the commonly asked questions about accommodations for
English Language Learners (ELLs) or Limited English Proficient (LEP) students. This fact sheet
should be used in conjunction with the 2007 Accommodations Guidelines posted on the PDE
website.
Who are English Language Learners (ELLs)?
A limited English proficient student (LEP) or English Language Learner (ELL) is one who:
1. was not born in the United States or whose native language is other than English and
comes from an environment where a language other than English is dominant, or
2. is a Native American or Alaska Native who is a native resident of the outlying areas and
comes from an environment where a language other than English has had a significant
impact on (the student’s) level of English language proficiency, or
3. is migratory and whose native language is other than English and comes from an
environment where a language other than English is dominant,
and
1. has sufficient difficulty speaking, reading, writing or understanding the English language,
and
2. has difficulties that may deny (the student) the opportunity to learn successfully in
classrooms where the language of instruction is English or to participate fully in our
society.
Who should administer the PSSA to ELLs?
District and school personnel should decide the best way to administer the PSSA to ELLs. The
most important things are to try to reduce as much anxiety as possible for students and to help
them feel comfortable on the day of the test. Having a teacher familiar to the students
administer the test often reduces test anxiety and is an allowable accommodation for ELLs.
Who determines which accommodations to use?
Each school must involve the appropriate school personnel in the determination of appropriate
accommodations for ELLs. The ESL/bilingual teacher, the ESL/bilingual education coordinator,
other classroom teachers, the test administrator or coordinator, a parent, the principal or
counselor and the student (when appropriate) may be involved in this determination. Identifying
the appropriate accommodations should be a collaborative process and should include content
area teachers consulting with ESL/bilingual teachers.
This determination must be done at least annually on an individual basis and must not be done
for groups of ELLs.
Are ELLs required to take the PSSA?
In 2004, the USDE released guidance on participation of LEP students in state assessments.
This flexibility allows LEP students in their first year of enrollment in U.S. schools an option of
taking the Reading PSSA. A student’s enrollment in a school in Puerto Rico is not to be
considered as enrollment in a U.S. school. If students choose to participate in the Reading
assessment, their performance level results will not be included in the AYP calculations for the
school/district.
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All LEP students are still required to take the Stanford English language proficiency (SELP)
assessment.
All LEP students are still required to participate in the Mathematics PSSA, with accommodations
as appropriate.
The Mathematics scores of LEP students in their first year of enrollment in U.S. schools, not
including Puerto Rico, will not be used to determine the percent proficient or higher for AYP
status.
LEP students in their first year of enrollment in U.S. schools are not required to take the Writing
PSSA.
The new guidance also provides flexibility in determining who can be included in the LEP
subgroup. Since LEP students exit the LEP subgroup once they attain English language
proficiency, schools/districts may have difficulty demonstrating improvements on state
assessments for these students. The USDE is now allowing schools/districts/states to include
in the LEP subgroup those students who have exited an ESL/bilingual education program within
the past two years.
When completing the demographic pages, school personnel should code the “Yes” oval for
“Student exited an ESL/bilingual education program within the past two years” if the student has
exited an ESL/bilingual education program within the past two years as determined by the local
district’s ESL Program Plan. The two-year monitoring period begins from the date the student
exits the ESL program as defined by the district's multiple exit criteria in its ESL Program Plan.
Districts have the option to include or not include the exited students. The PSSA data will be
analyzed with and without exited students and the higher percentage will be used for AYP
purposes.
School personnel should consider the following in determining the appropriate accommodations:
The student’s familiarity with the accommodations to be used. Current
accommodations used in day-to-day instruction and assessment are appropriate.
New accommodations unfamiliar to students should not be introduced to students
for the first time when they are taking the PSSA.
An annual review of the student’s progress in English language proficiency and
academic achievement. Knowing this information will help teachers, supervisors,
parents, and administrators determine which accommodations are still appropriate
given the student’s current knowledge.
All accommodations should be documented in the student’s file and recorded on the
demographics pages of the PSSA (for sample see Appendix III of the 2007 PSSA
Accommodations Guidelines).
If a student has already exited an ESL or Bilingual Program, can they still receive these
accommodations?
Once a student has exited an ESL or Bilingual Program, that student receives the same
accommodations available to non-ELL students.
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What accommodations are allowable for ELLs?
The accommodations most appropriate for ELLs are described in the 2007 PSSA
Accommodations Guidelines.
Three separate accommodations are allowed:
1. Word-to word (without definitions) translation dictionaries (not for the multiplechoice/passages on the Reading test or on any part of the Writing test)
2. Qualified interpreters
3. Spanish/English Mathematics test
All of these accommodations are voluntary and not mandatory.
Test administrators/teachers should only use these accommodations if they are typically used
with students during the school year. Accommodations that have not previously been used with
a student should not be introduced for the first time during the assessment, as the change could
be distracting or confusing to the student.
When selecting accommodations for ELL, consider the needs of the student in daily
instructional situations and in a secure testing situation.
Keep in mind that students may require multiple accommodations such as interpreted directions
and a small group setting.
How does the Pennsylvania Department of Education ensure that items on the PSSA are
accessible to ELLs?
The Pennsylvania Department of Education (PDE) is committed to providing the broadest array
of accommodations possible without jeopardizing the validity and integrity of the test. Using
accommodations is only one way PDE tries to make the PSSA more accessible. Even before
an item appears on the PSSA, that item has already been screened for linguistic, cultural,
socioeconomic, and other forms of bias. After items have been field tested, PDE and teacher
committee representatives also look for irregularities in how different types of students
performed.
What kinds of dictionaries can be used and who provides them?
Districts may provide students with word-to-word translation dictionaries if students use them as
part of their regular curriculum. Students should not be using word-to-word dictionaries for the
first time on the PSSA. They should be comfortable with them and have used them in the past
at school and/or at home. Students may use a dictionary as long as it is a word-to-word
dictionary with no definitions and no pictures.
Can electronic word-to-word dictionaries be used?
Electronic dictionaries that provide word-to-word translations may be used, but again no devices
that provide definitions or pictures can be used.
When can students use dictionaries?
Word-to-word dictionaries may be used on any portion of the Mathematics test and the openended section of the Reading test.
Word-to-word dictionaries cannot be used on any portion of the Writing test or for multiplechoice/passages on the Reading test.
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What is the role of the interpreter?
Interpreters may have access to the mathematics test one day prior to administration to
aid them in preparation for translating the assessment. Interpreters may only access the
assessment in a secure setting; the assessment may not leave the building (note-taking
is strictly prohibited); interpreters must sign a Confidentiality Agreement (sample form in
Appendix IV of the 2007 PSSA Accommodations Guidelines). Interpreters must be of
legal age to sign the Confidentiality Agreement. Directions for all assessments are
provided to districts prior to the testing window.
Interpreters may work with one student or small groups of students depending on the
test setting. Interpreters can:
o Translate the directions on the Writing, Mathematics, and Reading assessments.
o Translate words or phrases (including test questions) for the Mathematics
assessment at the students’ request.
Only directions can be translated on the Reading assessment. Interpreters may not
interpret any of the reading questions and/or the reading passage.
Interpreters may not interpret any of the Writing multiple-choice items and/or stimulus
passage.
Interpreters may not answer clarifying questions that may be asked about test questions.
They may only clarify directions in the native language.
How do districts find qualified interpreters and what makes them “qualified”?
Districts should determine the criteria for qualified interpreters. Districts must document the
process and/or criteria used to select interpreters. Keep in mind that the use of qualified
interpreters and word-to-word dictionaries is voluntary, not mandatory.
Districts should try to provide these accommodations to the extent practicable and to the extent
that they are typically used with students during the school year. For a description of these
accommodations, see the 2007 PSSA Accommodations Guidelines.
Can districts use a community member as a “qualified interpreter”?
Yes, however, the district must certify that the community member is a qualified interpreter
through a local process/criteria and the community member must follow interpreter guidelines as
outlined in the above question describing the role of the interpreter.
Community members might need additional training about what is allowable and not allowable
on the PSSA. It is the district’s responsibility to ensure that community members who are
deemed qualified interpreters have this training.
Why can’t interpreters translate any portion of the Reading test?
Allowing anyone to read any portion of the Reading test for ELLs and/or other students with
IEPs or 504s is controversial among technical testing experts.
The purpose of the Reading assessment is to determine if the student can comprehend what
has been read. Reading any portion of the assessment to the student would alter what is being
assessed and could potentially compromise the integrity of the test.
Based on the recommendations of our Technical Advisory Committee, PDE has tried to
consistently apply this policy for all students in all accommodation situations. As with all
accommodations, PDE plans to review them annually and make adjustments based on current
or new research.
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Why can’t the interpreters translate the PSSA Writing multiple- choice and stimulus
passages for students?
As with the Reading test, allowing anyone to read any portion of the multiple choice items for
editing and revising or the stimulus passage might alter what is being assessed and could
potentially compromise the integrity of the Writing test.
Based on review and consultation with experts in the field, PDE has developed this policy that is
consistent for all students in all accommodations situations. As with all accommodations, PDE
plan to review this policy annually and make adjustments as needed.
Is there a difference between an interpreter and a translator?
There may be semantic differences in the ESL/ELL community between an interpreter and a
translator. This document has tried to consistently use the word interpreter, which would mean
a person who could translate (word-for-word), orally or signed, the allowable parts of the PSSA
and/or clarify directions, orally or signed, to students.
Will these accommodations be allowable every year?
There is a growing body of research on accommodations for ELLs. PDE will update this policy
as new research about accommodations arises and will evaluate the success of the
accommodations allowed this year. PDE will inform administrators of any changes prior to next
year’s PSSA.
Is a Spanish Version of the PSSA available for Mathematics for Grades 3-8 and 11?
Yes. A Spanish version of the Mathematics PSSA is available for students who have been
enrolled in schools in the United States for fewer than three years. The local educational
agency may make a determination to assess students with this accommodation when the
student has not yet reached a level of English language proficiency sufficient to yield valid and
reliable information.
Spanish language students should be literate in their native language for this accommodation to
benefit them.
How do we order the Spanish Version?
This booklet must be requested from Data Recognition Corporation when booklet orders are
submitted to DRC from schools. Only students who have a need for this assistance are to
receive this accommodation.
What will the Spanish Version look like?
The special test form is provided for Grades 4-8, & 11 includes the PSSA Reading test in
English, along with the English/Spanish mathematics test. The English/Spanish Mathematics
form is issued in side-by-side English/Spanish format with identical test questions presented on
opposing pages in the two languages: left-facing pages present questions in Spanish and rightfacing pages present the same questions in English.
A corresponding Student Answer Booklet, in which students mark their answers in English or
Spanish will also be provided for use with this special form for the Mathematics section only.
For the English/Spanish Mathematics test ONLY, answers can be in English OR Spanish.
Grade 3 students will be issued an English/Spanish Mathematics form that will allow answers to
be marked in the test booklet.
For the regular English Mathematics test, answers can ONLY be in English.
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The PSSA Reading section is only provided in English and the answers must be in English to be
scored. Test administrators should remind students of this.
Who is eligible to take the Spanish Version?
Only students who have been enrolled in schools in the United States for fewer than three years
may take the English/Spanish PSSA Mathematics test. The local educational agency may
make a determination to assess students with this accommodation when the student has not yet
reached a level of English language proficiency sufficient to yield valid and reliable information.
Spanish language students should be literate in their native language for this accommodation to
benefit them.
ELLs who have exited the program and/or are being monitored for up to two years should not
receive this accommodation.
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APPENDIX VII
Contact Information
Data Recognition Corp. (DRC)
Customer Service
1-800-451-7849
Pennsylvania Department of Education
Bureau of Assessment and Accountability
333 Market Street
Harrisburg, PA 17126
717-787-4234 or 717-705-2343
Pennsylvania Department of Education
Bureau of Special Education
333 Market Street
7th Floor
Harrisburg, PA 17126
717-783-2311
Pennsylvania Training and Technical Assistance Network
PaTTAN-Harrisburg
6340 Flank Drive
Suite 600
Harrisburg, PA 17112
1-800-360-7282
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APPENDIX VIII
Bibliography for Assessment Accommodations Research
American Educational Research Association, American Psychological Association, & National
Council on Measurement in Education, Standards for Educational and Psychological Testing.
Washington, D. C., American Educational Research Association, 91-100, 1999.
Bentz, J., & Pavri, S., Curriculum-based measurement in assessing bilingual students: A
promising new direction. Diagnostique, 25(3), 229-248, 2000.
Buksar, A., Wilson, J., Huck, R., & Myers, R. S., ADAPT: A developmental activity program for
teachers. Pittsburgh: Allegheny Intermediate Unit, 1984.
Council of Chief State School Officers, Accommodations Manual: How to Select,
Administer, and Evaluate Use of Accommodations for Instruction and Assessment of
Students with Disabilities, Washington, DC: Council of Chief State School Officers, 2005.
Gajria, M., Salend, S. J., & Hamrick, M. A., Teacher acceptability of testing modifications for
mainstreamed students. Learning Disabilities Research & Practice. 9(4), 236-243, 1994.
Gersten, R. & Baker, S., What we know about effective instructional practices for Englishlanguage learners, Exceptional Children, 66(4), 454-470, 2000.
Marquette, J., Assistive Technology: A Focus on Accommodations for Learning. Penn Tech:
Instructional Support System of Pennsylvania.
Sireci, Stephen G., Li, Shuhong, & Scarpati, Stanley, The Effects of Test Accommodation on
Test Performance: A Review of the Literature, University of Massachusetts Amherst, 2003.
Siskind, T. G., Modifications in statewide criterion-referenced testing programs to accommodate
pupils with disabilities. Diagnostique, 18(3), 233-353, 1993.
Siskind, T. G., Teachers’ knowledge about test modifications for students with disabilities.
Diagnostique, 18(2), 145-157, 1993.
Thurlow, M., Elliott, J., & Ysseldyke, J., Testing Students with Disabilities: Practical Strategies
for Complying with District and State Requirements. Corwin Press, 1998.
Zirkel, P. A., Section 504 and the Schools. Horsham, Pennsylvania: LRP Publications, 1990.
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