Accommodations Guidelines

2025 PSSA and Keystone Exams

COMMONWEALTH OF PENNSYLVANIA

DEPARTMENT OF EDUCATION

607 South Drive

Harrisburg, PA 17120

www.education.pa.gov

Commonwealth of Pennsylvania

Josh Shapiro, Governor

Department of Education

Dr. Khalid Mumin, Secretary

Office of Elementary and Secondary Education

Dr. Carrie Rowe, Deputy Secretary

Bureau of Curriculum, Assessment, and Instruction

Brian W. Campbell, Director

Division of Assessment and Accountability

Brian Truesdale, Chief

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the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the

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Pennsylvania Department of Education

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If you have any questions about this publication or for additional copies, contact:

Pennsylvania Department of Education

Bureau of Curriculum, Assessment, and Instruction

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www.education.pa.gov

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iii

Introduction

The focus of the Accommodations Guidelines is selection, administration, and evaluation of

appropriate accommodations for instruction and assessment. Refer to the Accommodations

Guidelines for English Learners for specific accommodations related to English Learners.

Changes to the accommodations guidelines for the 2024-2025 school year are noted using

red font in this manual. Quick links are provided in the table below.

What’s New for 2024-2025

New/Updated Content

Page

Audio for Full ELA PSSA/Literature Keystone and Read Aloud for Full

ELA PSSA/Literature Keystone

pg. 22 or pg. 39

Changes to using audio with Braille

pg. 24

Sensory/Self-Regulation Tool

pg. 42

Updates to Unique Accommodations Assurance Process: See changes

to streamline the process.

pg. 59

iv 
 
 
Table of Contents 
Introduction .................................................................................................................................................... iii 
What’s New for 2024-2025 ......................................................................................................................... iii 
Accommodations and Test Features ............................................................................................................... 1 
PART 1:  Expecting Students with Disabilities to Achieve Grade-Level Academic Content Standards ............ 2 
PART 2:  Understanding Accommodations for Instruction and Assessment ................................................... 3 
PART 3:  Selecting Accommodations for Instruction and Assessment for Individual Students ....................... 6 
PART 4:  Implementing Accommodations During Instruction and Assessment .............................................. 9 
PART 5:  Evaluating and Improving Use of Accommodations ........................................................................ 13 
PART 6:  How to Use the Accommodation Tables ......................................................................................... 15 
TABLE A ...................................................................................................................................................... 16 
TABLE B ...................................................................................................................................................... 19 
Appendix A:  Unique Accommodations Assurance Process .......................................................................... 52 
Appendix B:  Confidentiality Agreement ....................................................................................................... 54 
Appendix C:  Sample Vignettes for Read Aloud of Audio of Full ELA PSSA/Literature Keystone .................. 55 
Appendix D:  PSSA/Keystone Multiplication Table ........................................................................................ 56 
Appendix E:  Supplemental Guidelines for Device Lockdown ....................................................................... 57 
Appendix F:  Federal and State Laws Requiring Participation by Students with Disabilities  ........................ 58 
Appendix G: Supplemental Tools and Resources .......................................................................................... 62 
Contact Information ....................................................................................................................................... 71 
Acknowledgements........................................................................................................................................ 72 
 

Accommodations and Test Features

The intent of this guide is to address accommodations for English Learners and students with

IEPs and 504 plans. More detailed information for ELs can be found in the Accommodations

Guidelines for ELs. This guide also addresses the options available for all students, referred to

as “test features”. A test feature is considered an accommodation when the educational team

has determined that it is necessary for the student to participate in the assessment.

For example, any student may request the read aloud of a word, phrase, or test item on the

Mathematics, Algebra, Science, Biology, multiple choice Conventions of Standard English

items, and Text Dependent Analysis prompt in Grades 4-8 Reading sections of the ELA test.

Since this option is allowable for all students, it is considered a test feature. Although this is

considered a test feature, the read aloud of allowable test parts is also considered an

accommodation when the educational team has determined it is necessary for the student to

access the test materials. Therefore, it must be documented on the student’s educational plan.

Another example is the use of highlighting. In the online assessment, a highlighter is available for

use by any student and is considered a test feature. If a student has a demonstrated need for a

highlighter to access the test materials, it must be included in the educational plan. However, any

student may use the online highlighter at will.

PART 1: Expecting Students with Disabilities to Achieve Grade-Level

Academic Content Standards

With the focus of legislation aimed at accountability and the inclusion of all students comes the

drive to ensure equal access to grade-level content standards. Academic content standards are

educational targets outlining what students are expected to learn at each grade level. Teachers

ensure that students work toward grade-level content standards by using a range of

instructional strategies based on the varied strengths and needs of students. For students with

disabilities, accommodations are provided during instruction and assessments to help promote

equal access to grade-level content. To accomplish this goal of equal access,

• every Individualized Education Program (IEP) team member must be familiar with

content standards and accountability systems at the state and district levels;

• every IEP team member must know where to locate standards and updates; and

• collaboration between general and special educators must occur for successful student

access.

All students with disabilities can work toward grade-level academic content standards and most

of these students will be able to achieve these standards when the following three conditions

are met:

1. Instruction is provided by teachers who are qualified to teach in the content areas

addressed by state standards and who know how to differentiate instruction for diverse

learners.

2. IEPs for students with disabilities are developed to ensure the provision of specialized

instruction.

3. Appropriate accommodations are provided to help students access grade-level content.

Pennsylvania has adopted the Pennsylvania Core Standards (PCS) for English language arts

and mathematics. To access them, go to Pennsylvania Core Standards. New academic

standards for Science, Technology & Engineering, Environmental Literacy & Sustainability

(STEELS) were adopted by the PA State Board of Education in January 2022. To access them,

go to STEELS K-12 Standards.

See Appendix F for specific Federal and State laws regarding testing participation.

PART 2: Understanding Accommodations for Instruction and

Assessment

What Are Accommodations?

Accommodations are practices and procedures that ensure that educators, as well as students

and parents, have a valid measure of what students with disabilities know and can do.

Accommodations use is applied to classroom instruction. In addition, students with IEPs, 504

plans, and ELD plans may be provided with assessment accommodations. Accommodations do

not reduce expectations for learning.

Accommodations provided to a student during state assessments must also be provided during

classroom instruction, classroom assessments, and district assessments. However, some

instructional accommodations may not be appropriate for use on certain statewide assessments.

It is critical that educators become familiar with state policies about the appropriate use of

accommodations during assessments.

Typically, accommodations use does not begin and end in school. Students who use

accommodations will generally also need them at home, in the community, and as they get older,

in postsecondary education and at work. As ELs become more proficient in English, their need

for accommodations will decrease.

Description of Accommodations Categories

Accommodations for instruction and assessment are commonly categorized in these ways:

presentation, response, setting, and timing/scheduling:

• Presentation Accommodations—Allow students to access print information in alternate

ways. These alternate modes of access are auditory, multi-sensory, tactile, and visual.

• Response Accommodations—Allow students to complete activities, assignments, and

assessments in different ways or to solve or organize problems using some type of

assistive device or organizer.

• Setting Accommodations—Change the location in which a test or assignment is given or

the conditions of the assessment setting.

• Timing/Scheduling Accommodations—Increase the allowable length of time to complete

an assessment or assignment and perhaps change the way the time is organized.

Who Is Involved in Accommodations Decisions?

The IEP Team must make assessment and accommodation decisions for students based on

individual need. The IEP Team includes the student, parents, the special education teacher,

and the LEA representative, as well as others who are knowledgeable about the educational

needs of the student. Decisions regarding assessment and accommodations are not made by

individuals outside of the IEP Team.

The same decision-making procedures apply for the Student Support Team for 504 Plans and

ELD Services.

Accommodations selected may not invalidate the state assessment and must be documented in

IEPs, 504 plans, and ELD Services.

Refer to: Tool 4: Parent Input in Accommodations

IEP Team Considerations for Instructional Accommodations

To assure students with disabilities are engaged in standards-based instruction, every IEP team

member needs to be familiar with the state’s standards. The process of making decisions about

accommodations is one in which the IEP team members attempt to level the playing field so that

students with disabilities can participate in the general education curriculum. In leveling the

playing ﬁeld, the team should consider the following:

1. Student characteristics: Reduction of the effects of a disability or language barrier.

2. Instructional tasks expected of students to demonstrate grade-level content in state

standards: Assignments and class tests.

3. Consistency with standards-based IEP for classroom instruction and assessments:

Fidelity to accommodations and achievement standards noted in IEP.

IEP team members should consider if the student really needs any accommodation. A student

may not be receiving an accommodation he or she really needs or may be receiving too many.

Research indicates that more is not necessarily better, and that providing students with

accommodations that are not truly needed may have a negative impact on performance. The

better approach is to focus on a student’s identified needs within the general education

curriculum.

PA State Board of Education approved State Academic Standards: PA Core Standards

Accommodations and Universal Design

The Keystone and PSSA tests employ the use of universal design principles which address

policies and practices that are intended to improve access to learning and assessments for all

students. They are important to the development and review of assessments to remove barriers

that bar students with disabilities from showing what they know. When universal design

techniques are employed, educators can gain a more accurate understanding of what students

know and can do. Universal design techniques should be applied from the beginning of test

development through the implementation of assessments.

Traditionally, we have thought of universal design as coming first, and accommodations being

applied during testing. With current technology, we can build some accommodations into the

design of the test itself.

Some of these features may continue to be accommodations (available to students with

disabilities and English language learners) and others may be considered online tools that are

available to all students. Some students with disabilities and English language learners will have

a need for accommodations beyond those that can be built into the testing platform.

Accommodations and Modifications

Accommodations do not reduce learning expectations. They meet specific instruction and

assessment needs of students with disabilities and allow educators to know that measures of a

student’s work are valid.

Modifications refer to practices that change, lower, or reduce learning expectations.

Modifications may change the underlying construct of an assessment. Examples of

modifications include the following:

• requiring a student to learn less material (e.g., fewer objectives, shorter units or lessons,

fewer pages or problems).

• reducing assignments and assessments so a student only needs to complete the easiest

problems or items.

• using an accommodation that invalidates the intended construct.

• revising assignments or assessments to make them easier (e.g., crossing out half of the

response choices on a multiple-choice test so that a student only has to pick from two

options instead of four).

• giving a student hints or clues to correct responses on assignments and tests.

Providing modifications to students during classroom instruction and classroom assessments

may have the unintended consequence of reducing their opportunities to learn critical content.

If students have not had access to critical, assessed content, they may be at risk of not meeting

graduation requirements. Providing a student with a modification during the PSSA or Keystone

tests may constitute a test irregularity and may result in an investigation of the school or

district’s testing practices. It could also affect a student’s score.

PART 3: Selecting Accommodations for Instruction and Assessment

for Individual Students

To ensure students with disabilities and without disabilities are engaged in standards-based

instruction and assessments, every IEP team member and student instructional team member

must be knowledgeable about the state and district academic content standards and

assessments. Effective decision making about the provision of appropriate accommodations

begins with making good instructional decisions. In turn, making appropriate instructional

decisions is facilitated by gathering and reviewing good information about the student’s disability

and present level of academic achievement and functional performance in relation to local and

state academic standards.

Accommodations should always be chosen based on individual student need. IEP team

meetings or instructional team meetings that simply engage people in checking boxes on a state

or local compliance document are neither conducive to sound decision making practices, nor do

they advance equal opportunities for students to participate in the general education curriculum.

Document Accommodations on a Student’s IEP

For students with disabilities served under IDEA, determining appropriate instructional and

assessment accommodations should not pose any problems for IEP teams that follow good IEP

practices. With information obtained from the required summary of the student’s present levels

of academic achievement and functional performance (PLAAFP), the process of identifying and

documenting accommodations should be a straightforward event. The PLAAFP is a federal

requirement under which IEP team members must state “how the child’s disability affects the

child’s involvement and progress in the general education curriculum—the same curriculum as

non-disabled children” [Sec. 614 (d) (1) (A) (i) (I)].

Depending on the design and overall format of a typical IEP, there are potentially three areas in

which accommodations can be addressed:

1. “Consideration of Special Factors” [Sec. 614 (d) (3) (B)]. This is where communication

and assistive technology supports are considered.

2. “Supplementary Aids and Services” [Sec. 602 (33) and Sec. 614 (d) (1) (A) (i)]. This area

of the IEP includes “aids, services, and other supports that are provided in regular

education classes or other education-related settings to enable children with disabilities

to be educated with nondisabled children to the maximum extent appropriate.”

3. “Participation in Assessments” [Sec. 612 (a) (16)]. This section of the IEP documents

accommodations needed to facilitate the participation of students with disabilities in

general state- and district-wide assessments.

PA IEP template: Individualized Education Program (IEP) (Annotated)

Document Accommodations on a Student’s 504 Plan

Section 504 of the Rehabilitation Act of 1973 requires public schools to provide

accommodations to students with disabilities even if they do not qualify for special education

services under IDEA. The definition of a disability under Section 504 is much broader than the

definition under IDEA. All IDEA students are also covered by Section 504, but not all Section

504 students are eligible for services under IDEA. Section 504 states the following:

No otherwise qualified individual with a disability in the United States shall, solely

because of her or his disability, be excluded from participation in, be denied the benefits

of, or be subjected to discrimination under any program or activity receiving Federal

financial assistance. [29 U.S.C. Sec. 794]

Chapter 15 Service Agreement: Chapter 15. Protected Handicapped Students

Document Accommodations in a non-IEP Student’s Record

Some students without an IEP may still require an allowable accommodation for the state test.

Documentation of the allowable accommodation used by the student for the state test must be

kept in the student record file (e.g., Tools 5 and 7). This allows instructional team monitoring of

the effectiveness of the accommodation and provides necessary documentation for state

monitoring purposes. Independent learning and assessment is the goal for all students. It

should not be assumed that struggling readers need accommodations. Some

accommodations require documentation in an IEP or 504 plan. See Table A.

The Decision-Making Process

The decision-making process for state assessment accommodations should include

consideration of at least these three factors (see figure 1):

1. Student characteristics (e.g., disabilities, language proficiency, accommodations used in

classroom instruction/assessments to access and perform in academic standards and

state tests).

2. Individual test characteristics (i.e., knowledge about what tasks are required on state

assessments and ways to remove physical and other barriers to students’ ability to

perform those tasks).

3. State accommodations policies for the assessment or for part of an assessment and

consequence of decisions.

Figure 1. Considerations When Making Decisions for Assessment Accommodations

Student

specific

characteristics

What are the

characteristics of the

student?

What accommodations does the

student regularly use in classroom

instruction and assessment?

Has the student indicated preference in

using the accommodation? What input have

teachers or parent/guardians had?

Does the student demonstrate facility

effectiveness in using the accommodation?

Classroom instruction and assessment tasks

What tasks are required of the student? What is the test

designed to measure? Are there barriers for the student

in doing those tasks?

Are there accommodations already being used in

classroom assessment that match the accommodations

needed to remove those barriers on the state test? Are

there consequences for using the accommodation?

Are there accommodations that could be made

available to the student in the classroom that are not

available currently that would remove barriers to the

test?

State

accommodation

policy

Maintaining validity

of assessment

Is the accommodation allowed

for the test or portion of the test

noted as a barrier?

Are there consequences for

using the accommodation?

Review whether the accommodation

changes the target for the

assessment.

PART 4: Implementing Accommodations During Instruction and

Assessment

Accommodations During Instruction

The student must be provided the selected accommodations during instructional periods that

necessitate their use. An accommodation may not be used solely during assessments.

As the state moves to providing assessments on technology-based platforms, IEP teams and

student instructional teams must take care to ensure that students have opportunities to become

familiar with the technological aspects of the assessment process. In addition to taking the

practice tutorial using the Insight testing platform, it is also important for educators to provide

opportunities for all students to use technology for learning. This is especially important for

meeting the PA Core Standards expectation for all students to compose Text-Dependent

Analysis responses for the ELA PSSA tests. Also, constructed responses and technology

enhanced items continue to be a part of the Keystone and PSSA tests.

Online tools training platform: Online Tools Training Software

The following online tools are available to all online test-takers as part of the test format as

allowable for each section:

Pointer, cross-off pencil, highlighter, sticky note, magnifier, line guide, calculator, graphing

tool, ruler, formula sheets, writing checking lists, conversion tables

Students enrolled in the online test versions will have access to a practice tutorial. Students must

be provided with enough time using the practice tutorial and online tools to allow for optimal

performance during the actual test.

Accommodations During Assessment

Planning for Test Day

Once decisions have been made about providing accommodations to meet individual student

needs, the logistics of providing the actual accommodations during state and district

assessments must be mapped out. It is not uncommon for members of the IEP team, most often

special education teachers, to be given the responsibility for arranging, coordinating, and

providing assessment accommodations for all students who may need them. Thus, it is essential

for all IEP team members to know and understand the requirements and consequences of district

and state assessments, including the use of accommodations. It is important to engage the

appropriate personnel to plan the logistics and provisions of assessment accommodations on test

day.

Prior to the day of a test, be certain test administrators and proctors know what accommodations

each student will be using and how to administer them properly. For example, test administrators

and proctors need to know whether a student needs to test in a separate location so that plans

can be made accordingly. Staff administering accommodations, such as reading to a student or

writing student responses, must adhere to specific guidelines so that student scores are valid.

The current design of the online testing platform allows for some accommodations to be

provided on the testing platform itself. Through a process of creating a student profile, an IEP

team may work with the assessment coordinator to program the test to provide certain

accommodations, such as color contrast and audio functions. Providing these accommodations

through the testing platform can guarantee that the provision of accommodations is

standardized from student to student and district to district. However, it is important to monitor

the provision of accommodations on test day to ensure that accommodations are delivered and

the technology is working as it should. The assessment coordinator must ensure that all test

material is completely removed from testing devices each day.

Refer to:

Tool 5: Accommodations Use in the Classroom

Tool 6: After Test Accommodations Questions

Tool 7: Assessment Accommodations Plan

Administering Assessments and Accommodations

State and local laws and policies specify practices to assure test security and the standardized

and ethical administration of assessments. Test administrators, proctors, and all staff involved in

test administration must adhere to these policies and must be certified through the Pennsylvania

State Test Administration Training (PSTAT). Test administrators who are required to provide a

read-aloud or scribing accommodation for a student(s) must follow the Read-Aloud and Scribing

Guidelines for Operational Assessments.

The Code of Professional Responsibilities in Educational Measurement (NCME, 1995) states that

test administrators and others involved in assessments must

• take appropriate security precautions before, during, and after the administration of the

assessment;

• understand the procedures needed to administer the assessment prior to administration;

• administer standardized assessments according to prescribed procedures and

conditions and notify appropriate persons if any nonstandard or delimiting

conditions occur;

• avoid any conditions in the conduct of the assessment that might invalidate the results;

• provide for and document all reasonable and allowable accommodations for the

administration of the assessment to persons with disabilities or special needs; and

• avoid actions or conditions that would permit or encourage individuals or groups to

receive scores that misrepresent their actual levels of attainment.

Failure to adhere to these practices may constitute a test irregularity or a breach of test

security and must be reported and investigated according to state and local testing

policies.

11 
 
 
Ethical Testing Practices 
 
Ethical testing practices must be maintained during the administration of a test. Unethical 
testing practices relate to inappropriate interactions between test administrators and students 
taking the test. Unethical practices include, but are not limited to, allowing a student to answer 
fewer questions, changing the content by paraphrasing, or offering additional information, 
coaching students during testing, editing student responses, or giving clues in any way. 
PDE recommends the presence of a test proctor in addition to the test administrator in the 
testing room when the teacher of record administers the test.  
 
Standardization 
 
Standardization refers to adherence to uniform administration procedures and conditions 
during an assessment. Standardization is an essential feature of educational assessments and 
is necessary to produce comparable information about student learning. Strict adherence to 
guidelines detailing instructions and procedures for the administration of accommodations is 
necessary to ensure test results reflect actual student learning. Test administrators who are 
required to provide a read-aloud and/or scribing accommodation for a student(s) must follow 
the Read-Aloud and Scribing Guidelines for Operational Assessments. The Accommodations 
Tables and Tool 2: Guidelines for Using Accommodations provide guidance for the standard 
administration of allowable accommodations for the Keystone and PSSA tests. 
 
Test Security 
 
Test security involves maintaining the confidentiality of test questions and answers; it is critical 
in ensuring the integrity and validity of a test.  Scribe/Interpreters must sign Test Security 
Certification form (located in the Handbook for Assessment Coordinators). 
In a paper-and-pencil test, test security can become an issue when accessible test formats are 
used (e.g., Braille, enlarged print) or when someone other than the student is allowed to see the 
test (e.g., interpreter, reader, scribe). To ensure test security and confidentiality, test 
administrators must keep testing materials in a secure place during testing sessions to prevent 
unauthorized access, keep all test content confidential and refrain from sharing information or 
revealing test content with anyone, securely destroy all student original work (including scratch 
paper); and return all materials as instructed. Test administrators who are required to provide a 
read-aloud and/or scribing accommodation for a student(s) must follow the Read-Aloud and 
Scribing Guidelines for Operational Assessments. 
 
   

Some of the same considerations for test security apply when students are taking the online

test. For example, school and district personnel must ensure that only authorized persons

have access to the test and that test materials are kept confidential. In addition, it is important

to guarantee that students are seated in such a manner that they cannot see each other’s

workstations, that students are not able to access any additional programs or the internet

while they are taking the assessment, and that students are not able to access any saved

data or computer shortcuts while taking the test. Online testing is meant to enhance student

independence. Test administrators may not interact with the test material. Test administrators

who are required to provide a read-aloud or scribing accommodation for a student(s) must

follow the Read-Aloud and Scribing Guidelines for Operational Assessments.

Refer to Tool 1: Guidelines for Selecting Accommodations and Tool 2: Guidelines for Using

Accommodations for additional considerations.

PART 5: Evaluating and Improving Use of Accommodations

Accommodations must be selected based on the individual student’s needs and must be

used consistently for both instruction and assessment. Collecting and analyzing data on the

use and effectiveness of accommodations is necessary to ensure the meaningful

participation of students with disabilities in state- and district-wide assessments. Data on the

use and impact of accommodations during assessments may reveal questionable patterns of

accommodations use, as well as support the continued use of some accommodations or the

rethinking of others.

What Information Should Be Collected?

Gathering information on accommodations may be easier in a technology-based assessment

platform when the accommodations are programmed into the system. However, just because

information can be collected does not automatically indicate that it is meaningful. Some test

features are available to all online test takers, such as the online tools. Other available

options for the online test must be pre-programmed and are considered accommodations,

such as the audio engine and the color contrast function.

For the paper-and-pencil assessment, information on the use of accommodations is coded on

the answer booklet with other student information.

Questions to Guide Evaluation of Accommodation Use at the School/District

Level

1. Are there policies to ensure ethical testing practices, standardized administration of

assessments, and proper test security practices before, during, and after the day of

the test?

2. Are there procedures in place to ensure test administration procedures are not

compromised with the provision of accommodations?

3. Are students receiving accommodations as documented in their IEPs, 504 plans,

and/or ELD plans?

4. Are there procedures in place to ensure that test administrators adhere to directions

for the implementation of accommodations?

5. How many students with IEPs or 504 plans are receiving accommodations?

6. What types of accommodations are provided, and are some used more than others?

7. How do students who receive accommodations perform on state and local

assessments? If students are not meeting the expected level of performance, is it due

to not receiving the necessary instruction, not receiving the accommodation, or using

accommodations that were not effective?

Questions to Guide Evaluation at the Student Level

These questions can be used to evaluate the accommodations used at the student level, as

well as the school or district levels:

1. What accommodations are used by the student during instruction and assessments?

2. What are the results of classroom assignments and assessments when

accommodations are used, versus when accommodations are not used? If a student

did not meet the expected level of performance, is it due to not having access to the

necessary instruction, not receiving the accommodations, choosing not to use the

accommodation, or using accommodations that were ineffective? Or was there

another reason?

3. What is the student’s perception of how well the accommodation worked?

4. What combinations of accommodations seem to be effective?

5. What are the difficulties encountered in the use of accommodations?

6. What are the perceptions of teachers and others about how the accommodation

appears to be working?

It is critical to stress that evaluation of accommodations use is not the responsibility of just one

individual. The entire IEP team should contribute to the information gathering and decision-

making processes.

Postsecondary Implications

College and career readiness is an important educational outcome for all students. As

students with disabilities plan for their transition to postsecondary settings, it is important for

IEP teams to have documented the student’s use of accommodations so that the student

can continue to use them as needed in college and career settings. Colleges and

universities may allow fewer accommodations than were available in K–12 settings, so it is

important for students to document their need to use accommodations. This may also be

true for students who transition into vocational and other workplace settings.

Refer to Tool 3: Accommodations from the Student’s Perspective and Tool 7:

Assessment Accommodations Plan for strategies for evaluating use of accommodations.

PART 6: How to Use the Accommodation Tables

Two accommodations tables are provided in this section. The tables must be used to fully

understand the features and implementation of each accommodation type. Some

accommodations are only allowable for certain students on certain parts of the test, e.g., a

word-to-word bilingual dictionary is allowed only for EL students on the Math, Algebra, Biology

and Science tests. A word-to-word dictionary is NOT allowed for the ELA or Literature test(s).

Check both tables for each accommodation.

Table A: First, read Table A to determine if the accommodation is available for non-IEP,

IEP/504 and/or EL students, if it is available for the paper/pencil and/or online version of the

test and how it is imbedded in the online test, and if it is a unique accommodation. Table A is

intended to be a quick guide to available accommodations, who can use them, and in which

format.

Note: Accommodations in the column labeled “Allowable as a Stand-Alone Accommodation for

English Learners” can be used as part of the student’s ELD services without an IEP or 504.

Table B: Next, read Table B to understand the details of the accommodation used by the

student, including definitions and intended use, directions for use, documentation of use, and

links to related accommodations. For easy access, Table A headings link to Table B headings.

TABLE A

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and

Pencil

Test

Available

for Online

Test

Provided by

Online

System

Unique

(requires

Assurance

to PDE)

Amplification Device

Volume

Control Only

Assistance with Selecting Response

Assistive Technology Device (formerly

Computer Assistive Technology)

Audio for Math, Science, and Writing Items

Audio for Full ELA PSSA/Literature

Keystone

Augmentative or Alternative Communication

(AAC)

Braille, Refreshable Braille, Brailler,

Note Taker

Presentation

Only

Broken Arm/Injury

Keyboarding

4-8 ELA

Scribing ONLY

Calculators (Adaptive)

For calculator

apps on

devices ONLY

Changed Test Schedule

Color Chooser/Contrast; Color Overlay for

Color Blindness or Visual Disability

Concussion

If used with

other Unique

Accommodation

Cueing System for On Task Behavior

Table A (cont.)

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and Pencil

Test

Available for

Online Test

Provided by

Online

System

Unique

(requires

Assurance to

PDE)

Delayed Auditory Feedback (DAF) /

Pitch-shifting Frequency-altered

Auditory Feedback (FAF)

De-spiral Test Booklets

Dictionary

Enlarged Print

Test expands

to size of

screen

Extended Time

Frequent Breaks

Glucose/Medical Monitoring

Hospital/Home

Interpret/Translate

VSL Only

Keyboarding, Typing

Magnification

Math Manipulatives

Mixed-Mode Response

Monitor Test Response

Noise Canceling Headphones

One-to-One

Read Aloud Test Directions

Table A (cont.)

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and Pencil

Test

Available for

Online Test

Provided by

Online

System

Unique

(requires

Assurance to

PDE)

Read Aloud Some Math, Science, and

Writing Items at Student Request

Read Aloud All Math, Science, and Writing

Items

Read Aloud Full ELA PSSA/Literature

Keystone

Read Aloud to Self (Student)

Responding in Test Booklet

Scribing

4-8 ELA only

Sensory/Self-Regulation Tool

Separate Setting

Small Group (1-5) (1-12)

Spanish Version

Test Administrators, Proctors, PCAs, TSS

Transcribe

Unique Accommodations

Video Sign Language

Visual/Graphic Aids

Voice-to-text

TABLE B

Accommodation Definitions and Procedures

(Alphabetical Order – see Table A)

Amplification Device

Presentation

A device used to amplify the test administrator’s voice and/or the audio feature of the online test, such as a personal sound amplifier or classroom

sound field FM system. For online testing with audio, students can control the volume.

The LEA must ensure that the use of the system does not interfere with other test takers. A one-to-one setting should be used if necessary.

Select “Amplification device” as a Presentation Accommodation.

Assistance with Selecting Response

Response

Intended for students who are unable to physically select multiple choice answers (including technology enhanced items) due to disability or injury.

This accommodation must occur in a one-to-one setting. The test administrator can in no way prompt, cue, or influence the student’s response.

Paper/pencil: The test administrator marks the multiple-choice response at the student’s direction in the answer booklet or test/answer booklet.

Online: The test administrator marks the multiple-choice response at the student’s direction. This may include answering a technology enhanced

item (drag and drop, drop-down box, hot text selection, etc.) at the student’s direction. Students should practice responding to multiple choice and

technology enhanced Items in the Online Training Tools. If a student has difficulty independently responding to technology enhanced items due to a

visual or motor disability, an accommodated online form is available. Contact PDE at RA-EDUNIQ[email protected].

Select “Test administrator marked selected responses at student’s direction” as a Response Accommodation.

If a student needs assistance with open-ended items, see Scribing or Transcribing.

Assistive Technology Device

Presentation

Response

As a Presentation Accommodation: Assistive Technology Devices (ATD) include computer software and hardware, such as screen readers and

screen enlargement applications (e.g., Kurzweil, Read & Write Gold, JAWS). ATD helps students with vision impairments or a disability that severely

limits or prevents the student from accessing the test. Intended for students who do not access instructional and testing materials through typical

means such as the hard copy test booklet. Screen readers should only be used for allowable parts of the test.

As a Response Accommodation: Assistive Technology Devices (ATD) include computer software and hardware, such as voice

recognition and voice-to-text programs (e.g., Kurzweil, Read & Write Gold, Text Help, Dragon Naturally Speaking), screen enlargement

applications, and devices to help perform navigation tasks. ADT helps students with mobility/sensory impairments, or a disability that

severely limits or prevents the student from expressing written language even after varied and repeated attempts to teach the student to do

so. Intended for students who cannot access testing materials through the hard copy test booklet or the online test. Responses must be

transcribed directly from the ADT screen into the student’s regular test booklet or online test. Responses may not be sent to printer or

emailed for printing.

NOTE: Online accommodations and tools, including audio, may provide sufficient support for testing; see online tutorial. The online system may not

be interoperable with most assistive devices and/or software, including screen readers and voice recognition or voice-to-text software. Most

navigation tools are interoperable with the online system. Verify operability prior to testing.

If the assistive technology must have access to the internet to operate, the device must be securely configured. If the ADT unique accommodation

is used, the SAC must disable the grammar, spelling, word prediction with topic specific dictionary, internet, thesaurus, dictionary and all other

functions and stored files that might cue the student in any way. If the assistive technology must have access to the internet to operate, the device

must be securely configured according to the Supplemental Guidelines for locking down a device.

ADT is not intended for the student who is simply performing below grade level. The student uses ADT routinely during classroom instruction and

assessment in the tested subject area (before and after the test is administered). The use of ADT is documented in the student’s IEP or 504 Plan.

A Unique Accommodations Assurance must be submitted to PDE. See Unique Accommodation Assurance.

Select “Assistive Technology Device– other than the online test mode” as a Presentation and Response Accommodation.

See also Augmentative or Alternative Communication, Calculator (Adaptive), Delayed Auditory Feedback DAF/ Pitch-shifting Frequency-altered

Auditory Feedback FAF, etc. If ADT is used in coordination with other accommodations, guidelines for those accommodations must be followed.

Audio for Math, Science, and Writing Items

Presentation

The online audio function is limited to individual students who have a documented need for ALL or many of the allowable test items to be read

aloud. The audio function is available for Mathematics, Algebra I, Science, Biology, multiple choice Conventions of Standard English items and

the Text Dependent Analysis prompt. Audio is available in English only. The audio function includes text that is part of graphs, text boxes,

diagrams, charts, and graphics.

The function must be selected during test set-up in the portal. The default of the online test is no audio. The student’s online test ticket will indicate that

audio is set up for the student. If the student starts the test without the accommodation, it cannot be turned on retroactively, so it is important to be

sure the function is selected before testing starts. Students should practice with the audio function in the Online Tools Training before testing.

Audio requires the use of headphones and/or one-to-one setting to eliminate distraction to others. If headphones are used, the student may test

with the general student population, or in a small (1-5) or small (1-12) group. The student may press the start and stop buttons as needed.

Select “Audio” as an Online Accommodation, “All test items read aloud” as a Presentation Accommodation for Math, Science, Algebra, and

Biology, and “All conventions questions/text-dependent analysis prompts read aloud” as a Presentation Accommodation for ELA

If using a human reader, see Read-Aloud All Math, Science and Writing Items or Read Aloud Some Math, Science, and Writing Items.

Audio of Full ELA PSSA/Literature Keystone

Presentation

Note: Audio for Full ELA PSSA/Literature Keystone will be available starting in Spring 2025. For Winter Keystone 2024-2025, see Read

Aloud for Full ELA PSSA/Literature Keystone.

Audio of the full ELA test, including passages, test items, and directions, is appropriate as a unique accommodation for the student who meets the

criteria below. This accommodation is intended for a student who has a disability that precludes the student from accessing printed text. The need for

this accommodation must be documented through locally administered diagnostic evaluations. The accommodation must be documented in the

IEP/504 plan and used consistently in classroom instruction and assessment.

When determining the need for this accommodation, it is important to consider the purpose of the assessment the student will be taking and the

reading skills the assessment is intending to measure, as well as how the accommodation may affect the results. This accommodation is intended

for a student who is a non-reader, not simply reading below grade level. For this reason, Audio of the Full ELA PSSA/Literature Keystone will not be

appropriate for every student who receives the Read Aloud or Audio of All Math, Science, and Writing Items accommodation on the math and science

PSSAs/Algebra and Biology Keystones.

A student who uses the Audio of Full PSSA/Literature Keystone accommodation must:

• Have a documented disability that severely limits or prevents that student’s ability to decode text and derive meaning from text even when

repeated and varied evidence-based interventions and instruction are used to teach the student to decode.

• Only access print materials with a screen reader, audio, a human reader, or other Accessible Educational Materials (AEM) during classroom

instruction and assessment.

See Appendix C for examples of students who may and may not be eligible for this accommodation.

Testing with this accommodation will increase testing time and create an artificial pace for the student. A student who does not regularly receive this

accommodation in the classroom as part of regular instruction and assessment may experience frustration or lack of motivation because of the time

and pacing. Offering this accommodation to a student who does not meet the criteria above may result in inaccurate test scores.

Because reading aloud all test items creates an artificial pace, the online audio version of the test must be considered for a student who requires a

read aloud of the full ELA test. This allows the student optimal control in moving through the test at an independent pace. The student may

individually listen to a question being read aloud more than once as needed. If testing online, the audio function of the online test must be used.

Human readers may not read aloud ALL allowable test items for online testers. If a student does need a human reader on the paper/pencil test,

see Read Aloud for Full ELA PSSA/Literature Keystone for more information.

Audio is available in English only. The audio function includes text that is part of graphs, text boxes, diagrams, charts, and graphics.

The function must be selected during test set-up in the portal. The default of the online test is no audio. The student’s online test ticket will indicate that

audio is set up for the student. If the student starts the test without the accommodation, it cannot be turned on retroactively, so it is important to be

sure the function is selected before testing starts. Students should practice with the audio function in the Online Tools Training before testing.

Audio requires the use of headphones and/or one-to-one setting to eliminate distraction to others. If headphones are used, the student may test

with the general student population, or in a small (1-5) or small (1-12) group. The student may press the start and stop buttons as needed.

Select “Audio” as an Online Accommodation and “All test items read aloud” as a Presentation Accommodation.

This accommodation requires the submission of a Unique Accommodation Assurance.

Augmentative or Alternative Communication (AAC)

Response

AAC can include forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. AAC is

augmentative when used to supplement existing speech, and alternative when used in place of speech that is absent or not functional.

An assurance submission to PDE is required for AAC devices with internet connectivity. See Unique Accommodation Assurance. If the AAC is able to

access the internet, the device must be securely configured. See Supplemental Guidelines for Device Lock-Down. The online system is not

interoperable with AAC devices.

The SAC must disable the grammar, spelling, word prediction with topic specific dictionary, internet, thesaurus, dictionary and all other functions

and stored files that might cue the student in any way.

Select “Augmentative communication device” as a Response Accommodation.

Responses must be transcribed into the student’s regular test booklet or online platform. Follow guidelines for transcription.

See also Transcribe.

Appendix A:

UNIQUE ACCOMMODATION ASSURANCE SUBMISSION PROCESS

Some students may require the use of a unique accommodation to access the Keystone Exams and/or PSSA

tests. Per the Accommodations Guidelines, unique accommodations are intended for students with a disability

that precludes them from accessing and responding to assessment materials through typical means, such as

the hard copy test booklet or embedded accessibility features of the online assessment. To determine if an

accommodation is a unique accommodation, see the last column of Table A.

The Unique Accommodation Assurance Submission Process ensures PDE that unique accommodations will

be carried out according to the parameters outlined in the Accommodations Guidelines to ensure test

administration fidelity and security are maintained. Specific parameters will be reviewed in the submission

process, but the submitter should also review these parameters in the Accommodations Guidelines before

starting the submission process.

Unique Accommodation Assurances only apply to the student whose PA Secure ID is referenced in the

submission. A new assurance must be completed for each student.

To use any unique accommodation, the School Assessment Coordinator or designee must submit the

PSSA/Keystone Exam Unique Accommodation Assurance to PDE no less than 6 weeks in advance of the

testing window. Follow the steps below to complete the submission:

1. Review the guidelines in the Accommodations Guidelines for each requested accommodation to

ensure eligibility before completing the submission.

2. Preview the assurance questions below and gather the necessary information.

3. Submit the responses to PDE via this link: https://www.surveymonkey.com/r/24-25-UniqueAccom.

Submissions should be made 6 weeks before testing begins. (Exceptions will be made for

requests due to student injury). These responses serve as the official submission to PDE. The

submitter will receive a confirmation of receipt and a copy of responses to keep for records within

5 business days of submission.

4. PDE will not provide a response unless there are questions about the contents of the electronic

submission. If more information is needed about the use of the proposed unique accommodation,

a PDE/BSE representative will contact the individual listed as the contact on the submission.

5. Documentation of this submission must be maintained by the School Assessment Coordinator

(SAC) and may be subject to additional review by PDE/BSE. It is the submitter’s responsibility to

make sure the SAC receives a copy of the submission.

6. 2025 Unique Accommodation Assurance Submissions are good for one school year, including

Winter 2024-2025 Keystones, Spring 2025 PSSAs and Keystones, and Summer 2025 Keystones.

If a change needs to be made after the submission is made, please email RA-

EDUNIQUEA[email protected]. New submissions must be made for each school year.

New for 2025: The Unique Accommodation Confidentiality Agreement previously signed by principals, school

assessment coordinators, and test administrators is no longer required. All principals, school assessment

coordinators, and test administrators should continue to sign the PSSA or Keystone Test Security Certification.

NOTE: Requests to use unique accommodations are no longer emailed to PDE. Please follow the steps

outlined above for all unique accommodations. Questions regarding unique accommodations should be sent

to: RA-EDUNIQUEACCOM@pa.gov.

2025 KEYSTONE/PSSA

UNIQUE ACCOMMODATION ASSURANCE

Before beginning the Survey Monkey link to submit the Unique Accommodation assurance, the submitter may

wish to gather the information below:

• District/Charter School/Service Provider Name

• School Name

• Student PA Secure ID

• Student Grade

• Name/Title of Person Completing Request

• Phone Number of Person Completing Request

• Email Address of Person Completing Request

• Name of District Assessment Coordinator

• Name of School Assessment Coordinator

• Name of Special Education Coordinator

• Does the student receive special education services through an IEP?

• Does the student receive services through a Section 504 Plan?

• The Unique Accommodation requested:

o Assistive Technology Device (including Augmentative or Alternative Communication Device,

Calculator Apps on Device, and Delayed Auditory Feedback/Pitch Setting Frequency/Altered

Auditory Feedback)

o Read-Aloud of full ELA PSSA/Literature Keystone (Read-aloud of TDA and Standards of

Conventional English items, and Read-aloud of the full science and math PSSAs, Algebra I and

Biology Keystones do NOT require a Unique Accommodation Assurance.)

o Voice to Text Software or Device

o Human Scribe for Text Dependent Analysis (A Unique Accommodations Assurance is needed

for the TDA Responses for Grade 4-8 ELA PSSA ONLY.)

o Glucose/Medical Monitoring with Smartphone/Smartwatch

o Other accommodation not outlined above

For each accommodation requested, the submitter will be asked to provide the following information/answers

to the following questions:

• The specific test(s) for which the accommodation is needed (PSSA ELA, PSSA Mathematics, PSSA

Science, Keystone Literature, Keystone Algebra I, Keystone Biology)

• The assessment mode (paper/pencil, online, mixed mode)

• How the accommodation is documented in Section IV of the student’s IEP or 504 Plan, or in other

documentation.

• An assurance that the student receives this accommodation regularly in classroom instruction.

• An assurance that the specific guidelines, procedures, and considerations for each specific

accommodation will be followed.

• An assurance that external devices that may be used to administer the accommodation will be locked

down.

Appendix B:

Confidentiality Agreement for Language Interpreters/Sight Translators and

Educational Sign Language Interpreters

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 and Keystone Assessments. The

nature and quality of an individual student’s performance must not be released.

Qualified interpreters/sign translators (for languages other than English) and educational sign language

interpreters may review test materials up to three days prior to test administration. Test materials must be

reviewed in a secure location supervised by the principal or school assessment coordinator. Materials may not

be removed from the secure location. Filing or retaining any notes beyond the testing window or making copies

of any kind is strictly prohibited.

These assessments rely on the measurement of individual achievement. Any deviation from the assessment

procedures outlined in the assessment and accommodation manuals [group work, teacher coaching (e.g.,

paraphrasing, explaining, giving suggestions about test items), 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

Signature (principal or assessment coordinator)

Date

Appendix C:

Sample Vignettes for Read Aloud or Audio of Full ELA PSSA/Literature

Keystone

Use the vignettes below to help determine if a student is eligible for a Read Aloud of the Full ELA

PSSA/Literature Keystone accommodation

Read Aloud of Full ELA PSSA/Literature Keystone- Example #1

J.B is a seventh-grade student with a genetic condition causing optic neuropathy. This condition

resulted in a sudden and progressive loss of vision. He is currently learning braille, but not yet

proficient to use it to access the general education curriculum. To access general education

materials, he uses screen reading technology. He is not relying on his residual vision to access

materials, as trying to read printed materials causes extreme eye strain and fatigue. The specially

designed instruction (SDI) in his current IEP outlines the use of screen reading technology and use

of a human read aloud of items that cannot be read through his screen reader. J.B.’s IEP team

determined that he requires a read aloud of the full ELA PSSA using the imbedded audio

technology, as he is not able to access text by any other means.

Read Aloud of Full ELA PSSA/Literature Keystone- Example #2

A.C. is an

eleventh-grade student who was previously assessed on the PASA DLM, the state

alternate assessment designed for students with the most significant cognitive disabilities. A.C.’s

IEP team met and reviewed the PASA eligibility criteria and determined that he no longer qualifies.

Therefore, he will take the Keystone Exams this year with appropriate accommodations determined

by his IEP team. A.C. has an intellectual disability that significantly affects his ability to decode

text. He is sometimes able to comprehend when materials are read to him, but not able to read

independently. He uses this accommodation on all classroom assignments and assessments.

A.C.’s IEP reflects a full read aloud of all printed materials as an accommodation to access and

comprehend text on the Literature Keystone, as he is not able to engage with reading passages

without this accommodation.

Read Aloud of Full ELA PSSA/Literature Keystone- Example #3 (Non-Example)

R.W. is a student with ADHD and a specific learning disability in reading. She is in fifth grade and

reads independently at a third-grade level. She uses the accommodation of a read aloud in the

classroom setting at times to help with distractibility and attention. R.W. is able to decode and show

some comprehension of text with additional time as needed. The IEP team reviewed the full read

aloud unique accommodation for her, and determined it is not necessary. While she will benefit

from a read aloud of directions and non-reading content, she is able to comprehend some written

material and does not require a full read aloud of the ELA assessment.

Appendix D:

PSSA/Keystone Multiplication Table

108

100

110

120

110

121

132

108

120

132

144

Appendix E:

Supplemental Guidelines for Device Lock-Down

Because of the wide array of student devices (and operating systems) being used across the

Commonwealth, these guidelines cannot provide specific instructions for locking down every

type of device and every operating system. The steps below are options for locking-down

iPads and Chromebooks; however, it is advisable to consult school or district technology

personnel to determine if there are processes in place for restricting outside access within

approved student devices. Note: School staff should document the steps used to lock-down

the device so that it’s available for explanation/demonstration should PDE require additional

details.

For additional questions, contact PDE at RA-EDUNIQUEAC[email protected].

Devices must be locked down, so students are unable to access any other programs

while taking the assessment.

Placing an iPad in Guided Access

1. Go to Settings > General > Accessibility > Guided Access

2. Turn on Guided Access

3. Tap Passcode Settings, then tap Set Guided Access Passcode

4. Enter a passcode, then re-enter it.

5. Open the app.

6. Triple-click the Home button.

7. Tap Start

Turning on Kiosk Mode on a Chromebook

1. Sign into the Admin console

2. Go to Device management > Chrome management > Device settings > Kiosk Apps

3. Click on Manage Kiosk Applications

4. Select the kiosk app you want to use.

5. On the same Device Settings page, under Kiosk Settings > Auto-Launch

Kiosk App, select the app.

Appendix F:

Federal and State Laws Requiring Participation by Students with Disabilities

Several important laws require the participation of students with disabilities in standards-based

instruction and assessment initiatives. These include federal laws such as the Every Student

Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act of

1965 (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA).

Every Student Succeeds Act

Guidance is available in electronic form on the US Department of Education’s website at Every

Student Succeeds Act (ESSA).

Each State must implement a set of high-quality student academic assessments in

mathematics, reading or language arts, and science, administered as follows:

Mathematics: in each of grades 3 through 8; and at least once in grades 9 through 12; Reading

or language arts: in each of grades 3 through 8; and at least once in grades 9 through 12;

Science: not less than one time during grades 3 through 5; grades 6 through 9; and grades 10

through 12.

Criteria

With the singular exception of those assessments for students with the most significant cognitive

disabilities, the same academic assessments must be used to measure the achievement of all

public elementary school and secondary school students in the State.

§ 200.6(a)(2)(i) specifies that all students with disabilities, except those students with the most

significant cognitive disabilities, must be assessed using the general academic assessment

aligned with the challenging State academic standards for the grade in which the student is

enrolled. Further, under § 200.6(a)(2)(ii), students with the most significant cognitive disabilities

may be assessed using either the general assessment or an alternate assessment aligned with

the challenging State academic content standards for the grade in which the student is enrolled

and with alternate academic achievement standards, if the State has adopted such alternate

academic achievement standards.

Inclusion of Students

§ 200.6(b)(3) requires that a student with a disability receive appropriate accommodations, as

determined by the relevant team articulated in § 200.6(b)(1)(i), (ii), or (iii), so that the student with

a disability can participate in the assessment and receive the same benefits from the

assessment that non-disabled students receive.

The determination of which accommodations would be appropriate for a student must be made

individually by a student's IEP team, placement team, or other team the LEA designates to make

these decisions.

To enable the participation of all in such assessments, States must provide all appropriate

accommodations, such as interoperability with, and ability to use, assistive technology, for

children with disabilities (as defined in Individuals with Disabilities Education Act, including

students with the most significant cognitive disabilities, and students with a disability who are

provided accommodations under an Act other than the Individuals with Disabilities Education

Act (20 U.S.C. 1400 et seq.), such as ADA Amendments Act of 2008, necessary to measure

the academic achievement of such children relative to the challenging State academic

standards or alternate academic.

Individuals with Disabilities Education Improvement Act of 2004

IDEA specifically governs services provided to students with disabilities. Accountability at the

individual level is provided through IEPs developed on the basis of each child’s unique needs.

IDEA requires the participation of students with disabilities in state- and district-wide

assessments. Specific IDEA requirements include the following:

Children with disabilities are included in general state and district-wide assessment programs,

with appropriate accommodations, where necessary [Sec. 612 (a) (16) (A)]. The term

“individualized education program” or “IEP” means a written statement for each child with a

disability that is developed, reviewed, and revised in accordance with this section and that

includes . . . a statement of any individual modifications in the administration of state or district-

wide assessments of student achievement that are needed in order for the child to participate in

such assessment; and if the IEP Team determines that the child will not participate in a particular

state or district-wide assessment of student achievement (or part of such an assessment), a

statement of why that assessment is not appropriate for the child; and how the child will be

assessed [Sec. 614 (d) (1) (A) (V) and VI)].

Section 504 of the 1973 Rehabilitation Act

Section 504 provides individuals with disabilities with certain rights and protects individuals with

disabilities against discrimination from federally funded programs and activities. Section 504

states the following:

No otherwise qualified individual with a disability in the United States, as defined in section

705(20) of this title, shall, solely by reason of her or his disability, be excluded from the

participation in, be denied the benefits of, or be subjected to discrimination under any program

or activity receiving Federal financial assistance or under any program or activity conducted by

any Executive agency.

In school settings, 504 legislation guarantees and protects students with disabilities who may

not otherwise have an IEP but are still considered individuals with disabilities. The definition of

a student with disabilities is much broader under 504 than it is under IDEA. An important part of

the 504 plans developed by schools for students with disabilities are often the lists of

accommodations that the student can utilize on assessments.

Including All Students with Disabilities in State Accountability Assessments

Both federal and state laws require that all students with disabilities be administered

assessments intended to hold schools accountable for the academic performance of students.

IEP team members must actively engage in a planning process that addresses:

• assurance of the provision of accommodations to facilitate student access to grade-level

instruction and state assessments; and

• use of alternate assessments to assess the achievement of students with the most

significant cognitive disabilities.

Links to access Pennsylvania School Code:

22 PA Code

Pennsylvania Public School Code

Chapter 4

Chapter 4 -- Academic Standards and Assessment - Pennsylvania Code

22 Pa. Code § 4.51. State assessment system. (j) Children with disabilities shall be

included in the State assessment system, with appropriate accommodations, where

necessary. As appropriate, the Commonwealth will develop guidelines for the

participation of children with disabilities in alternate assessments for those children who

cannot participate in the State assessment as determined by each child’s individualized

Education Program team under the Individuals with Disabilities Education Act and this

part.

Chapter 14

Chapter 14 -- Special Education Services

The Special Education regulations in Pennsylvania are found under the 22 PA Code,

Chapter 14 which provides regulatory guidance to ensure compliance with the federal

law, the Individuals with Disabilities Education Act of 2004, and its regulations.

§ 14.102. Purposes. (a) It is the intent of the Board that children with disabilities be

provided with quality special education services and programs. The purposes of this

chapter are to serve the following:

(1) To adopt Federal regulations by incorporation by reference to satisfy the

statutory requirements under the Individuals with Disabilities Education Act (20

U.S.C.A. §§ 1400--1482) and to ensure that:

(i) Children with disabilities have available to them a free appropriate public

education which is designed to enable the student to participate fully and

independently in the community, including preparation for employment or higher

education.

(ii) Children with disabilities have access to the general curriculum and participate in

State and local assessments as established and described in Chapter 4 (relating to

academic standards and assessment).

Chapter 15

Chapter 15 -- Protected Handicapped Students

This chapter addresses a school district’s responsibility to comply with the requirements of

Section 504

§ 15.1. Purpose. (b)Section 504 and its accompanying regulations protect otherwise qualified

handicapped students who have physical, mental or health impairments from discrimination

because of those impairments. The law and its regulations require public educational agencies

to ensure that these students have equal opportunity to participate in the school program and

extracurricular activities to the maximum extent appropriate to the ability of the protected

handicapped student in question. School districts are required to provide these students with the

aids, services and accommodations that are designed to meet the educational needs of

protected handicapped students as adequately as the needs of non-handicapped students are

met. These aids, services and accommodations may include, but are not limited to, special

transportation, modified equipment, adjustments in the student’s roster or the administration of

needed medication.

Pennsylvania Accountability Plan

Future Ready PA Index

Pennsylvania ESSA State Plan

Appendix G:

SUPPLEMENTAL TOOLS AND RESOURCES

This section provides useful tools and resources for teams to use in selecting appropriate

accommodations for students.

Tool 1: Guidelines for Selecting Accommodations

Do…

Don’t…

Do … make accommodations decisions based on

individualized needs.

Don’t … make accommodations decisions based on

whatever is easiest to do (e.g., not providing

preferential seating).

Do … select accommodations that reduce the effect

of the disability to access instruction and

demonstrate learning.

Don’t … select accommodations that are unrelated

to documented student learning needs or are

intended to give students an unfair advantage.

Do … be certain to document instructional and

assessment accommodations on the IEP, 504 Plan,

ELD Plan, or student record.

Don’t … use an accommodation that has not been

documented on the IEP, 504 Plan, ELD Plan, or

student record.

Do … be familiar with the types of accommodations

that can be used as both instructional and

assessment accommodations.

Don’t … assume that all instructional

accommodations are appropriate for use on all

assessments.

Do … be specific about the where, when, who, and

how of providing accommodations.

Don’t … simply indicate an accommodation will be

provided “as appropriate” or “as needed.”

Do … refer to state accommodations policies and

understand implications of selections.

Don’t … check every accommodation possible on a

checklist simply to be safe.

Do … evaluate accommodations used by the

student.

Don’t … assume the same accommodations remain

appropriate year after year.

Do … get input about accommodations from

teachers, parents, and students, and use it to make

decisions at IEP, 504, EL, or instructional team

planning meetings.

Don’t … make decisions about instructional and

assessment accommodations alone.

Do … provide accommodations for assessments

routinely used for classroom instruction.

Don’t … provide an assessment accommodation for

the first time on the day of a test.

Do … select accommodations based on specific

individual needs in each content area.

Don’t … assume certain accommodations, such as

extra time, are appropriate for every student in every

content area.

Tool 2: Guidelines for Using Accommodations

Do…

Don’t…

Do … place students in a small group of 1-5 for read

aloud of all math, science, PSSA ELA Conventions

of Standard English multiple-choice test items.

Don’t … read aloud test items to the whole class.

Do … place students in a small group of 1-12 for

extended time, distractibility, changed test schedule,

or to replicate instructional setting.

Don’t … read aloud any reading passages or related

questions of the PSSA ELA or Literature Keystone

Exam (See full ELA/Literature Read Aloud for

exceptions - all required Unique Accommodation

Assurance paperwork must be completed and the

specific guidelines and procedures must be followed.

Do … enable students to be independent learners

and test takers.

Don’t … use voice inflection, pointing, hinting,

stickers or highlighters, posters, signs, student work,

problem solving steps, scientific charts, grammar

rules, reading strategies, or any other action or

device to lead a student to a correct answer or away

from a wrong answer.

Do … ensure students have had sufficient practice

with the online system tutorial.

Don’t … assume a read aloud of all test items is

effective for all struggling readers.

Do … allow students to continue testing as long as

they are working productively.

Don’t … provide feedback, answer student

questions about, or explain test items.

Do … allow only student created graphic organizers.

Don’t … allow calculation devices for the non-

calculator part of the test or for any part of the Grade

3 test.

Do… allow student to review and edit what the

scribe has written.

Don’t … require a student to spell aloud every word

in a dictated response.

Do … provide testing for a student who may be

hospitalized or homebound as long as the student is

receiving educational services.

Don’t … allow students to discuss test items during

breaks.

Do … complete an assurance form for a unique

accommodation and submit it to PDE.

Don’t … allow students to go to lunch, gym, library,

etc., during a session.

Do … contact PDE for guidance regarding special

circumstances such as death in the family, serious

illness, or medical condition.

Don’t … allow a test section to be completed on a

separate day.

Tool 3: Accommodations from the Student’s Perspective

Use this questionnaire to collect information about needed accommodations from the student’s

perspective. The questions can be completed independently or as part of an interview process.

Whatever method is used, however, be certain that the student understands the concept of an

accommodation, providing examples as necessary. Also, provide a list of possible accommodations

to give the student a good understanding of the range of accommodations that may be available.

1. Think about all the classes you are taking now. What is your best class?

2. Explain what you do well in this class.

The things you said you can do well are your strengths. For example, you may have

mentioned reading, writing, listening, working in groups, working alone, drawing, or doing

your homework as some things you can do well. If you said you really like the subject, have

a good memory, and work hard in class, these are also examples of your strengths.

3. Now ask yourself, “What class is hardest?”

4. What is the hardest part of this class for you?

The things you said were hardest are areas you need to work on during the school year. For

example, you may have listed paying attention in class, reading the book, taking tests,

listening, staying in the seat, remembering new information, doing homework, or doing work

in groups. These are all things in which an accommodation may be helpful for you,

5. In the list that follows, write down all of the classes you are taking now. Then look at a list

of accommodations. Next to each class, write down what accommodation(s) you think

might be helpful for you.

Class List

Classes

Accommodations

This questionnaire was adapted from A Student’s Guide to the IEP by the National Dissemination

Center for Children with Disabilities (http://nichcy.org/pubs/stuguide/st1book.htm). Retrieved July 28,

2005.

Tool 4: Parent Input in Accommodations

Questions Parents Should Ask About Accommodations in Instruction and Assessments

About Instruction

o Is my child expected to reach regular or

alternate achievement standards? Does this

affect what types of accommodations are

available to my child in instruction or on

assessments?

o What accommodations does my child

need to access and reach academic

standards?

o Are there accommodations that could be

allowed in instruction that are not currently

being provided?

o Are there accommodations being used at

home that could be used in instruction to help

my child access and learn content or help in

performing certain academic tasks?

o How can my child and I advocate to receive

accommodations not yet provided in instruction?

o Are the accommodations my child is receiving

in instruction meant to be a temporary

support? If yes, what is the plan to help

determine when to phase out or discontinue

the use of a certain accommodation?

About Assessment

o How are the staff members who work

with my child providing accommodations

(regular, special education, or other

staff)?

o How are the staff members who work with

my child providing accommodations

(across regular, special education, or

other staff)?

o What are the tests my child needs to

take, what do they measure (e.g.,

regular or alternate academic

standards), and for what purpose is each

given?

o Are the accommodations allowed on

state tests also provided for district

tests?

o Can my child participate in part of

an assessment with or without

accommodations?

o If my child is not taking the general

assessment, is it because the test is

“too hard” or because the

accommodation needed is not allowed

on the assessment?

o Are there consequences for allowing

certain changes to how my child

participates in a test? How will my child’s

test scores count?

o Do consequences of accommodations

vary by type of test?

Questions for Instruction and Assessment

Is the need for each accommodation documented in my child’s IEP or 504 plan? Are there too many or too few

accommodations being provided?

What are my child’s preferences for specific accommodations? If my child needs accommodations, how will they

be provided?

If an accommodation used in instruction is not allowed on a test, is there another option to support the student

that is allowed? If yes, has it been documented and tried in instruction first? If no, how is my child being

prepared to work without the accommodation before the test?

List other questions here.

Adapted from Minnesota Manual for Accommodations for Students with Disabilities in Instruction and

Assessment. Questions are based in part on questions and content from NCLD’s Parent Advocacy Brief

NCLB: Determining Appropriate Assessment Accommodations for Students with Disabilities, and Testing

Students with Disabilities: Practical Strategies for Complying with District and State Requirements, 2nd ed.

(2003), by Martha Thurlow, Judy Elliott, and James Ysseldyke.

Tool 5: Accommodations Use in the Classroom

Use this chart to track different aspects of how a student uses an accommodation in your classroom. This will help inform decision

making on assessment accommodations.

Student: Date:

What accommodation(s) does the student use in the classroom? List them under “accommodation” in the chart. Then follow the

questions in the chart.

Accommodation

1. Is it noted in

student’s IEP?

2. For what

task(s) is it used

(e.g., task type*

or content/

standard)?

3. Does the

student use it

for that task

every time?

Note how often.

4. Is the need

for it fixed or

changing?

5. Does the

student use it

alone or with

assistance (e.g.,

para-

professional,

peers)?

6. Notes (e.g.,

does one

accommodation

seem more

effective used

with another on

a task?).

*How taking in or responding to information presented, solving or organizing information, specific content/standards being learned or

assessed, etc.

Adapted from Minnesota Manual for Accommodations for Students with Disabilities in Instruction and Assessment.

Tool 6: After-Test Accommodations Questions

Use this form after a test to interview a student about the provided accommodation(s): whether it was used, whether it was useful, and

whether it should be used again. Also note any adjustments or difficulties experienced by the student in either how the accommodation

was administered or in using the accommodation during the assessment.

Student: Date:

Test Taken

Accommodation Provided

Was the

accommodation

used?

Was the

accommodation

useful?

Were there any

difficulties with the

accommodation?

Are adjustments

needed?

Should the

accommodation be

used again?

Yes / No

Student signature:

Assistant signature (if applicable):

Adapted from Minnesota Manual for Accommodations for Students with Disabilities in Instruction and Assessment.

Tool 7: Assessment Accommodations Plan

Student Information

Name:

Date of Assessment:

Name of Assessment:

Case Information

Special Education Teacher:

School Year:

Building/School:

General Education Teacher:

Assessment accommodations that student needs for this assessment and date arranged:

Accommodation/Date

Accommodation

Date

Comments:

Person responsible for arranging accommodations and due date:

Person Responsible/Due Date

Person Responsible

Due Date

Comments:

Room assignment for assessment:

Planners for this process (signatures):

Scheiber, B., & Talpers, J. (1985). Campus Access for Learning Disabled Students: A

Comprehensive Guide. Pittsburgh: Association for Children and Adults with Learning

Disabilities

Contact Information

For Testing Accommodations Questions

Pennsylvania Department of Education

RA-EDUNIQUEAC[email protected]

Data Recognition Corp. (DRC)

Customer Service

1-800-451-7849

PaTTAN – Harrisburg

6340 Flank Drive

Harrisburg, PA 17112

(717) 541-4960

(800) 360-7282 in PA only

PaTTAN – East

333 Technology Drive

Malvern, PA

(610) 265-7321

(800) 441-3215 in PA only

PaTTAN – Pittsburgh 3190

William Pitt Way

Pittsburgh, PA 15238

(412) 826-2336

(800) 446-5607 in PA only

Pennsylvania Department of Education

Bureau of Curriculum, Assessment, and Instruction

607 South Street

Harrisburg, PA 17120

717-346-9399

Pennsylvania Department of Education

Bureau of Special Education

607 South Street

Harrisburg, PA 17120

717-783-6913

Acknowledgements

This document is modeled on the Accommodations Manual: How to Select, Administer, and

Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Third

Edition developed in collaboration with members of the Professional Development and

Communications Study Group of the Assessing Special Education Students (ASES) State

Collaborative on Assessment and Student Standards (SCASS). The SCASS ASES addresses the

inclusion of students with disabilities in large-scale standards, assessments and accountability

systems and the effects of these systems on related educational reform efforts.

This document was developed by the Bureau of Accountability and Assessment and the Bureau of

Special Education of the Pennsylvania Department of Education in 2013.

This document is revised annually by the Bureau of Curriculum, Assessment, and Instruction.

National Council on Measurement in Education. (1995). Code of Professional Responsibilities in

Educational Measurement. Washington, DC: Author.

Maryland Accommodations Manual for Use in Instruction and Assessment, 7/2/2012 Issue ID

201207

PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-

Making Teams to Ensure that PARCC Mid-Year, Performance-Based, and End-of- Year

Assessments Produce Valid Results for All Students, First Edition, PARTNERSHIP FOR

ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) Available on the

World Wide Web at: http://www.parcconline.org/parcc-assessment-policies