Testing Accommodations for Students with Disabilities

Testing Accommodations for Students with

Disabilities

Policy and Tools to Guide Decision-Making and

Implementation

February 2018

(Updated August 2023)

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University

LESTER W. YOUNG, JR., Chancellor, B.S., M.S., Ed.D. ....................................... Beechhurst

OSEPHINE VICTORIA FINN, Vice Chancellor B.A., J.D. ...................................... Monticello

OGER TILLES, B.A., J.D. ..................................................................................... Manhasset

HRISTINE D. CEA, B.A., M.A., Ph.D. ............................................................... Staten Island

ADE S. NORWOOD, B.A. .................................................................................. Rochester

ATHLEEN M. CASHIN, B.S., M.S., Ed.D. ......................................................... Brooklyn

AMES E. COTTRELL, B.S., M.D. .......................................................................... New York

UDITH CHIN, B.S., M.S. in Ed. ........................................................................... Little Neck

ATHERINE COLLINS, R.N., N.P., B.S., M.S. in Ed., Ed.D. .............................. Buffalo

LIZABETH S. HAKANSON, A.S., B.A., M.A., C.A.S. ........................................ Syracuse

UIS O. REYES, B.A., M.A., Ph.D. ....................................................................... New York

USAN W. MITTLER, B.S., M.S. ........................................................................... Ithaca

RANCES G. WILLS, B.A., M.A., M.Ed., C.A.S., Ph.D. ...................................... Ossining

RAMINA VEGA FERRER, B.A., M.S. in Ed., Ph.D. ........................................... Bronx

HINO TANIKAWA, B.A., M.S. ............................................................................ Manhattan

OGER P. CATANIA, B.A., M.A., M.S., C.A.S., Ph.D. ....................................... Saranac Lake

ADRIAN I. HALE, A.S., B.A. ................................................................................ Rochester

Commissioner of Education and President of The University

BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D.

Senor Deputy Commissioner, Education Policy

DR. JAMES N. BALDWIN

Deputy Commissioner, P-12 Instructional Support

ANGELIQUE JOHNSON-DINGLE

Assistant Commissioner, Office of Special Education

CHRISTOPHER SURIANO

The State Education Department does not discriminate on the basis of race, creed, color, national origin,

religion, age, sex, military, marital status, familial status, domestic violence victim status, carrier status,

disability, genetic predisposition, sexual orientation and criminal record in its recruitment, educational

programs, services, and activities. NYSED has adopted a web accessibility policy, and publications designed

for distribution can be made available in an accessible format upon request. Inquiries regarding this policy

of nondiscrimination should be directed to the Office of Human Resources Management, Room 528 EB,

Education Building, Albany, New York 12234.

Table of Contents

Introduction ................................................................................................................................ 1

Section I: Federal and State Requirements on Testing Accommodations ........................... 2

Section II: Learn About Testing Accommodations ................................................................. 5

Testing Accommodations and Testing Modifications.................................................................... 5

Computer-Based Testing Tools and Accommodations Features ................................................. 6

New York State Testing Program ................................................................................................. 6

Section III: Recommending Appropriate Testing Accommodations ..................................... 9

Who is Involved in Decision-Making? .......................................................................................... 9

Consider Student Characteristics and Needs ............................................................................... 11

Align Testing Accommodations with Instructional Accommodations ............................................ 12

Documentation of Testing Accommodations ................................................................................ 13

Students Who Incur Disabilities Shortly Before Test Administration............................................. 15

Section IV: Implementing Testing Accommodations .............................................................. 17

Planning and Preparation for Testing ........................................................................................... 17

Training and Professional Development ....................................................................................... 18

Additional Considerations for Professional Development ............................................................. 19

Additional Resources ................................................................................................................ 21

References .................................................................................................................................. 22

Appendices

• Appendix A: Testing Accommodations Questions and Answers

• Appendix B: Testing Accommodations Dos and Don’ts

• Appendix C: Examples of Student Characteristics and Possible Testing

Accommodations

• Appendix D: Examples of Testing Accommodations for Special Populations: Blind or

Visually Impaired

• Appendix E: Examples of Testing Accommodations for Special Populations: Deaf or

Hard of Hearing

• Appendix F: Recommending and Administering Tests Read

• Appendix G: Procedures for the Use of a Scribe

• Appendix H: Procedures for Multiple Day Administration of State Assessments

• Appendix I: Sample Student Accommodation Refusal Form

• Appendix J: Allowable Testing Accommodations Across the NYS Testing Program

Introduction

Many students with disabilities will require testing accommodations in order to

participate in testing programs on an equal basis with their nondisabled peers. Such

accommodations provide students with the ability to demonstrate skills and attainment of

knowledge without being limited or unfairly restricted due to the effects of a disability.

This manual provides information and tools to assist Committees on Special

Education (CSEs) and Section 504 Committees in making appropriate decisions for

determining needed testing accommodations for individual students with disabilities. The

manual also provides policy and guidelines for documenting and implementing testing

accommodations for classroom, district-wide and State assessments. This document is

intended to be used in conjunction with the School Administrator’s Manuals

(http://www.nysed.gov/state-assessment/test-manuals) for all assessments and

examinations across the New York State Testing Program.

Please contact the New York State Education Department’s Office of Special

Education Policy Unit at 518-473-2878 or your Special Education Quality Assurance

(SEQA) Regional Office listed in the Additional Information section of this manual if you

have any questions regarding testing accommodations.

Section I: Federal and State Requirements

for Testing Accommodations

As required under IDEA, all students with disabilities must be included in all

general State and district-wide assessment programs, including assessments required

under the Every Student Succeeds Act (ESSA), with appropriate accommodations and

alternate assessments where necessary and as indicated in their respective

individualized education programs (IEPs). IDEA Section (612)(a)(16) also requires the

State (or in the case of district-wide assessments, the local educational agency) to

develop guidelines for the provision of appropriate testing accommodations and, to the

extent feasible, to use universal design principles in developing and administering

assessments.

As part of the student’s IEP, the Committee on Special Education (CSE) must

include a statement of any accommodations that are necessary to measure the academic

achievement and functional performance of the student on statewide and district-wide

assessments. If the CSE determines that the student is not able to participate in general

State and/or district-wide assessments, the IEP must indicate why the State and/or

district-wide assessment(s) is not appropriate for the student and why the alternate

assessment selected is appropriate.

The rights and responsibilities relating to test access and accommodations at the

elementary and secondary school levels are also addressed in Parts 100 and 200 of the

Regulations of the Commissioner of Education (Title 8 of the New York Code of Rules

and Regulations). These regulations include the following:

• Section 100.2(g) indicates that the Commissioner may approve satisfactory

alternative testing procedures for all tests defined in section 100.1 for students

identified by the CSE as having a disability. The alternative testing procedures

employed shall be based upon a student’s individual needs and the type of

assessment administered. School districts and nonpublic schools shall report

the use of alternative testing procedures to the Department on a form and at a

time prescribed by the Commissioner.

• Section 100.2(m) outlines the provision for Public Reporting Requirements

including State and local report card requirements and comprehensive

assessment report by nonpublic schools.

• Section 100.2(s)(1) requires that students with disabilities have access to the

full range of programs and services set forth in the Part 100 Regulations to the

extent that such programs and services are appropriate for such students'

special education needs.

• Section 100.2(s)(2) requires that instructional techniques and materials used

by schools be modified to the extent appropriate to provide the opportunity for

students with disabilities to meet diploma requirements. At each annual review

of a student's IEP, the CSE shall consider the appropriateness of such

modifications.

• Section 200.2(b)(11)(iii) requires that each board of education or board of

trustees adopt written policy that establishes administrative practices and

procedures that ensure that the chairperson of the committee on special

education designates for each student one, or as appropriate, more than one

professional employee of the school district with knowledge of the student’s

disability and education program to, prior to the implementation of the IEP,

inform each regular education teacher, special education teacher, related

service provider, other service provider, supplementary school personnel, as

defined in section 200.1(hh) of this Part, and other provider and support staff

person of his or her responsibility to implement the recommendations on a

student’s IEP, including the responsibility to provide specific accommodations,

program modifications, supports and/or services for the student in accordance

with the IEP.

• Section 200.2(b)(13) requires that each board of education or board of trustees

adopt written policy that establishes administrative practices and procedures

that describe the guidelines for the provision of appropriate accommodations

necessary to measure the academic achievement and functional performance

of the student in the administration of district-wide assessments.

• Section 200.4(d)(2)(vi) requires that the IEP provide a statement of any

individual testing accommodations to be used consistently by the student in the

recommended educational program and in the administration of district-wide

assessments of student achievement and, in accordance with Department

policy, State assessments of student achievement that are necessary to

measure the academic achievement and functional performance of the student.

• Section 200.4(d)(2)(vii) requires that if the student will participate in an alternate

assessment on a particular State or district-wide assessment of student

achievement, the IEP shall provide a statement of why the student cannot

participate in the regular assessment and why the particular alternate

assessment selected is appropriate for the student.

• Section 200.4(d)(2)(v)(b)(6) requires that the recommended programs and

services in a student’s IEP indicate any assistive technology devices or

services needed for the student to benefit from education.

• Section 200.4(e)(3)(iii) requires that the school district shall ensure that the

recommendations on a student’s IEP, including changes to the IEP made

pursuant to subdivision (g) of this section, are implemented, including but not

limited to ensuring that each regular education teacher, special education

teacher, related service provider, other service provider, supplementary school

personnel as defined in section 200.1(hh) of this Part, and other provider and

support staff person has been informed, prior to the implementation of the IEP,

of his or her responsibility to implement the recommendations on the student's

IEP, including the responsibility to provide specific accommodations, program

modifications, supports and/or services for the student in accordance with the

IEP.

• Section 200.4(f)(2)(iv) requires that, during an annual review of a student’s IEP,

if appropriate, the IEP must be revised to address matters including a student’s

need for test accommodations and/or modifications and the student’s need for

a particular device or service (including an intervention, accommodation or

other program) in consideration of the special factors contained in paragraph

(d)(3) of this section in order for the student to receive a free appropriate public

education.

Students with disabilities must have access to and participate in the general

education curriculum and in courses that will prepare them to take and pass the required

examinations. As determined by the CSE and indicated in the student’s IEP, students

with disabilities must be provided the necessary services and supports, supplementary

aids and services, and accommodations to participate and make progress in the general

education curriculum. This opportunity must be available to students regardless of their

educational placement (public school district, charter schools, BOCES, State-approved

private school, State-operated and State-supported school or Special Act School District).

Section II: Learn About Testing

Accommodations

Testing accommodations are changes in testing materials or procedures

that enable students to participate in assessments in a way that assesses abilities rather

than disabilities

. The purpose of testing accommodations is to enable students with

disabilities to participate in assessment programs on an equal basis with their

nondisabled peers. Testing accommodations provide an opportunity for students with

disabilities to demonstrate skills and attainment of knowledge without being limited or

unfairly restricted due to the effects of a disability. Testing accommodations promote the

access of students with disabilities to assessment programs, as well as to more

challenging courses and programs. The student’s individual needs must drive the

recommendation for testing accommodations, and testing accommodations should alter

the standard administration of the test to the least extent possible.

Testing Accommodations and Testing Modifications

Testing accommodations remove obstacles to the test-taking process that are

presented by the disability without reducing expectations for learning. The categories of

testing accommodations most frequently required by students, as indicated in their

IEPs/Section 504 accommodations plans (504 plans) are:

• flexibility in scheduling/timing;

• flexibility in the setting used for the administration of assessments;

• changes in the method of presentation; and

• changes in the method of response.

Testing modifications are changes made to the testing process or to the content

of the assessment itself that may change, lower, or reduce learning expectations. Testing

modifications may also alter the underlying construct of the assessment. Examples of

testing modifications that reduce expectations for learning and affect the construct of the

test include:

• simplification, clarification, or explanation of test questions/items;

• use of spell-checking devices on a test of the student's spelling skills; and

• use of a calculator on a test of the student's computational skills.

National Center on Education Outcomes, “Accommodations for Students with Disabilities”

(https://osepideasthatwork.org/find-a-resource/special-topic-area-accommodations-students-disabilities).

When making decisions regarding appropriate testing accommodations for an individual

student with a disability, it is critical that CSEs and Section 504 Committees consider the

distinction between accommodations and modifications. It is also important for the CSE

or Section 504 Committee to be familiar with the purpose and construct of the tests

administered because certain accommodations may become modifications, depending

on the purpose of the test.

Computer-Based Testing Tools and Accommodations Features

Computer-Based Testing (CBT) Tools. CBT delivery systems, such as those

used by all schools with the New York State Alternate Assessment (NYSAA) and by some

schools with the Grades 3-8 ELA and Mathematics Tests, often include tools that are

generally available to all test takers and aid the students in accessing the online test

materials. Features such as answer eliminator, zoom, and line reader are embedded in

the testing platform of some computer-based testing environments and may be selected

by any student during testing. It is not necessary for a CBT tool that is available to all test

takers to be identified as a testing accommodation on a student’s IEP.

CBT Accommodations Features. CBT delivery systems often also include

accommodations features that may help individual students with disabilities to better

access the test materials in an online testing environment. With the New York State tests,

such features include answer masking, reverse contrast, and text-to-speech. The use of

CBT accommodations features must be listed as testing accommodations in the student’s

IEP and must be activated for the student by the school’s testing coordinator prior to the

first day of testing.

For both CBT tools and accommodations features, students should be given

practice that enables them to become familiar with the use of specific CBT tools and

accommodations features prior to the students accessing them during an actual test. Use

of a CBT tool or accommodations feature during State testing without sufficient practice

beforehand may have a negative effect on a student’s test performance. NYSED’s Office

of State Assessment provides additional information on CBT tools and CBT

accommodations features specific to NYSAA (http://www.nysed.gov/state-

assessment/new-york-state-alternate-assessment) and New York State’s Grades 3-8

English Language Arts (ELA) and Mathematics Tests (http://www.nysed.gov/state-

assessment/test-manuals).

New York State Testing Program

The New York State Testing Program is designed to evaluate the implementation

of New York State’s Learning Standards at the student, school, district, and State levels.

In carrying out its responsibilities, the Office of State Assessment develops and

administers tests that are aligned with the New York State Learning Standards, and are

consistent with State and federal mandates.

• Elementary- and Intermediate-Level Assessments: Assessments in English

Language Arts (ELA) and mathematics are administered annually to students

in Grades 3-8, and assessments in science are administered in Grade 4 and

Grade 8.

• Secondary-Level Examinations: Regents Exams are administered at the

secondary level and are designed to measure the achievement of students who

have had instruction based on curriculum aligned with the commencement-

level learning standards. In order to graduate through a specific Pathway, such

as Career and Technical Education (CTE), some students may participate in

an industry-based technical assessment. Additional information on the Multiple

Pathways to graduation, including required assessments, visit NYSED’s Office

of Standards and Instruction webpage (http://www.nysed.gov/curriculum-

instruction/multiple-pathways).

• The New York State Alternate Assessment (NYSAA): The NYSAA

measures attainment of the State’s learning standards across multiple subject

areas in Grades 3-8 and high school for all students determined to have severe

cognitive disabilities.

• English Language Proficiency Assessments: There are two assessments

in New York State in the area of English Language Proficiency. The purpose

of the New York State Identification Test for English Language Learners

(NYSITELL) is to assess the English language proficiency level of new students

whose home or primary language is other than English. A student’s score on

the NYSITELL will determine if he or she is entitled to receive English

Language Learner (ELL) services and will determine the level of English

language support and the level of home language instruction for students in

bilingual education programs. The New York State English as a Second

Language Achievement Test (NYSESLAT) is designed to annually assess the

English language proficiency of all English Language Learners/Multilingual

Learners (ELLs/MLLs) enrolled in Grades K–12 in New York State schools. The

test provides the State and schools with important information about the

English language development of ELLs/MLLs, and is part of the State’s

compliance with federal laws that mandate the annual assessment and

monitoring of the English language proficiency of all ELLs/MLLs.

All State assessments and examinations will serve as important measures of

student progress. Testing accommodations for State and local assessments must be

provided as documented in a student’s IEP/504 plan and in accordance with Department

guidelines. However, the use of testing accommodations allowable for CTE industry-

based assessments, and the types of testing accommodations provided, is determined

by the entities creating those assessments.

In order to make informed, appropriate recommendations on testing

accommodations for individual students, members of the CSE/Section 504 Committee

should consider the following information about the tests in which the student will be

expected to participate:

• content areas covered by the test (what standards/skills the test is measuring);

• grade/level tested;

• how the test is administered (duration of the session(s));

• when the test is administered (schedule);

• presentation format (paper-based, performance-based, computer-based);

• response format and nature of test items (multiple choice, short answer, essay);

and

• if a test score is used to inform any decisions about supports/services for

students (e.g., academic intervention services (AIS)).

Information about the content and administration of State assessments can be

found on NYSED’s Office of State Assessment webpage (http://www.nysed.gov/state-

assessment).

Section III: Recommending Appropriate

Testing Accommodations

Who is Involved in Decision-Making?

Committee on Special Education (CSE) or Section 504 Committee

For students who have been identified as a student with a disability under one of

the disability categories listed in section 200.1(zz), the CSE

is responsible for identifying

and documenting the appropriate testing accommodations for individual students. This

must be documented in the student’s IEP. These determinations are made when the

student is initially determined eligible for special education services and must be reviewed

and, if appropriate, revised at least once each year. For students identified as having a

disability under Section 504 of the Rehabilitation Act, the Section 504 Committee

determines the appropriate testing accommodations for individual students.

Documentation of testing accommodations must be included in the student’s 504 plan.

• Student: Students, when appropriate, are members of the CSE or 504

Committee and may provide valuable information to drive the consideration of

testing accommodations. They can provide information on their strengths and

challenges, as well as feedback on the accommodations they use for

instruction.

• Parents: As members of the CSE or Section 504 Committee, parents

participate in the development, review, and revision of their child’s IEP or 504

plan. Parents bring valuable information to discussions about the need for

testing accommodations. To enable parents to meaningfully participate in

discussions, it is important that they have information about the following:

o the purpose of the tests administered, what they measure and how the

results are used;

o the need and rationale for testing accommodations, where appropriate; and

o the types of testing accommodations and how they are administered.

• General Education Teacher: General education teachers are familiar with

curriculum content and the purpose of State and district-wide assessments and

examinations. Therefore, as a member of the CSE or Section 504 Committee,

the general education teacher has a significant role in the determination and

Documentation of testing accommodations is required for preschool students with disabilities as defined

in section 200.1(mm) only if there is an assessment program for nondisabled preschool children. In such

cases, the Committee on Preschool Special Education (CPSE) would be responsible to recommend

appropriate testing accommodations.

use of testing accommodations for students with disabilities. Ensuring that

students with disabilities have full access to the programs and services that are

available to their nondisabled peers often requires that general education

teachers, in collaboration with special education teachers, provide appropriate

instructional and testing accommodations. The results of assessments assist

teachers by providing information about what areas to focus instruction to

enable the individual student to achieve the learning standards. The testing

accommodations listed in the student’s IEP/504 plan must be consistently

provided in the classroom. To accomplish this, teachers must be familiar with

the different types of accommodations and how to implement them.

• Special Education Teacher: As a member of the CSE, the special education

teacher plays an important role in providing information on how to match the

specific needs of the student with a disability to appropriate testing

accommodations that will ensure that the student is able to demonstrate his/her

knowledge and skills without being limited or unfairly restricted by his/her

disability. In collaboration with general education teachers and related service

providers, special education teachers assist in recommending and

implementing appropriate instructional accommodations used in the

classroom. These will serve as a link to the types of testing accommodations a

student may need for classroom, State, and district-wide tests.

• School Psychologist and Related Service Providers: School psychologists

and related service providers are often involved in evaluating students with

disabilities to determine their eligibility for special education programs and

services. Additionally, related service providers often work closely with

students with disabilities on specific skills and frequently assess students on

their progress with IEP goals and objectives. These evaluations and

assessments may provide valuable information to inform appropriate

recommendations on testing accommodations tailored to the unique needs of

each student.

• Individual with a Bilingual Extension or Certification as a Teacher of

English to Speakers of Other Languages: When the CSE meets to make

recommendations regarding a student who is an ELL/MLL, the school district

is responsible for ensuring that the CSE include personnel with knowledge of

second language needs and how these needs relate to the student’s disability

(i.e., an individual with a bilingual extension or certification as a teacher of

English to Speakers of Other Languages). When deciding which testing

accommodations a student should receive to address needs related to his/her

disability, the CSE should consider testing accommodations allowed for all

ELLs/MLLs and Former ELLs/MLLs (e.g., extended time, bilingual glossary, or

translation software).

School Building Principal

Principals are responsible for ensuring that testing accommodations are fully,

consistently, and appropriately implemented during the administration of local and State

assessments, as specified in each student’s IEP/504 plan to the extent consistent with

State policy. There may be certain circumstances under which a principal may authorize

testing accommodations on State assessments for a student who has recently incurred

an injury or disability shortly before the test (see page 15.) Principals should be familiar

with the policies and procedures included in the School Administrator’s Manuals posted

by the Office of State Assessment (http://www.nysed.gov/state-assessment/test-

manuals/). School district policy should identify the procedure by which principals will

receive information on students’ testing accommodations.

Consider Student Characteristics and Needs

The unique strengths and needs of the student should drive the process of

recommending appropriate testing accommodations. Additionally, those involved in the

decision-making process should consider the types of local and State assessments and

tests in which the student will be expected to participate. When making recommendations

on testing accommodations for individual students, the notion that “more is better” is not

necessarily appropriate. Furthermore, decisions may not be based categorically upon a

student’s classification or placement (e.g., “All students with learning disabilities receive

extended time”). Failing to tailor recommendations to the needs of each student may

result in providing inappropriate accommodations that have a negative effect on test

performance. Appropriate recommendations on testing accommodations should allow the

student meaningful participation in assessments with as much independence as possible.

When developing the student’s IEP/504 plan, the responsibility of the CSE/Section 504

Committee is to recommend testing accommodations that will:

• provide the student access to the assessment program;

• enable the student to demonstrate his/her strengths, knowledge, and skills

without being restricted by a disability; and

• provide an accurate measure of the standards being assessed, so that

appropriate instruction and services can be provided.

When making decisions for individual students, the CSE/Section 504 Committee

should review all available information including:

• recent evaluations;

• classroom observation reports;

• school records; and

• results of classroom, district-wide, and State assessments.

Guiding Questions

The following general questions may be used as a first step in determining

appropriate testing accommodations for individual students:

• Is the student able to meaningfully participate in the standard administration of

the assessment?

• In order to participate, does the student need an accommodation in any of the

following aspects of test administration?

o Scheduling/Timing

o Location/Setting

o Presentation

o Response

• To what extent does the student’s disability impede his/her demonstration of

the knowledge required by the test?

• What instructional accommodations, if any, are provided to the student in the

classroom?

• What accommodation(s) focus on removing the obstacles to equal participation

that are a result of the student’s disability?

• What accommodation(s) will facilitate participation that enables the student to

be as independent as possible?

• Will the accommodation reduce learning expectations or change what the test

is intended to measure?

Align Testing Accommodations with Instructional Accommodations

Whenever possible, the instructional accommodations used in the classroom

should be aligned with the testing accommodations provided during assessment. For

example, if a student needs educational materials in large print, they will need a testing

accommodation that provides testing materials in large print. Teachers, parents, and

students can provide important information about instructional accommodations that the

student needs to access and participate in the general education curriculum. Instructional

accommodations must also be discussed at the CSE/Section 504 Committee meeting

and indicated in the student’s IEP/504 plan. Evaluation of the effectiveness of these

accommodations should be reviewed. Instructional accommodations may include, but are

not limited to:

• changes in timing and scheduling, such as extended time to complete

assignments;

• changes in setting, such as adaptive furniture or small group instruction;

• changes in the presentation of materials and assignments, such as alternative

formats, decreased length of assignments and/or fewer assignments, breaking

assignment into smaller parts and presenting information in a variety of ways;

and

• changes in method of student’s response, such as use of word processing

software on a computer device or providing answers orally rather than written.

Not all accommodations used during instruction are appropriate for use during State

assessments. Example: The use of word banks for classroom assignments is not allowed

for State assessments.

Please refer to:

Appendix B: Dos and Don’ts When Recommending Testing Accommodations

Appendix C: Examples of Student Characteristics and Possible Testing Accommodations

Appendix D: Examples of Accommodations for Special Populations: Students Who are

Blind or Visually Impaired

Appendix E: Examples of Accommodations for Special Populations: Students Who are

Deaf or Hard of Hearing

Appendix F: Recommending and Administering Tests Read

Appendix J: Allowable Accommodations for the New York State Testing Program

Documentation of Testing Accommodations

The IEP/504 plan must indicate the recommended individual testing

accommodations, if any, to be used consistently by the student:

• in the student’s education program;

• in the administration of district-wide assessments of student achievement,

consistent with school district policy; and

• in the administration of State assessments of student achievement, consistent

with NYSED policy.

Testing accommodations must be clearly stated to ensure that they are

consistently understood by the CSE/Section 504 Committee, school principal, teachers,

paraprofessionals, the student, and the student’s parents. Recommended testing

accommodations must be documented in the student’s IEP (under the section Individual

Testing Accommodations) or 504 plan and must be reviewed annually. Documentation

should include:

• Specific testing accommodation(s)

 Specific testing accommodations (e.g., use of word processor) should be

indicated, not generic test accommodation categories (e.g., answers

recorded in any manner).

 A particular test accommodation may also be needed due to and in

conjunction with the provision of another accommodation. For example,

separate setting may be needed when the student has the use of a scribe.

In such instances, both accommodations must be indicated in the IEP/504

plan, and qualifying conditions would be indicated, as appropriate.

• The conditions or types of tests in which the accommodation must be

provided

 The purpose of clarifying the conditions of the test is to ensure that test

accommodations are not provided excessively or when not appropriate to

the purpose or type of test. Such conditions may include the length of the

test, the purpose of the test, presentation of test items, and the method of

response required by the student. It is generally not appropriate to indicate

testing accommodations in a test-specific manner, such as “use of scribe

on the Regents Examination in English.” Additionally, using general

qualifying terms (e.g., “as needed,” “when necessary,” or “when

appropriate”) may lead to confusion or inconsistency in implementation and

should be avoided.

 Examples: a student with a motor impairment may need a scribe for tests

requiring extensive writing, such as essay writing, but not for multiple-choice

tests; or a student may need breaks at certain intervals for tests longer than

an hour in length but not for 40-minute classroom tests.

• Any additional implementation recommendations

 Such recommendations may include (but are not limited to) the amount of

extended time; duration of breaks; individual or small group when testing in

a separate setting; or specific equipment or assistive technology

appropriate to implement an accommodation.

The following chart illustrates examples of appropriate documentation of testing

accommodations in an IEP/504 plan:

TESTING ACCOMMODATIONS

The following testing accommodations will be used consistently:

• in the student’s education program;

• in the administration of district-

wide assessments of student achievement consistent with school

district policy; and

• in the administration of State assessments of student achievement, consistent with NYSED policy.

TESTING ACCOMMODATION

TESTING CONDITIONS

IMPLEMENTATION

RECOMMENDATIONS

Extended time

For tests requiring extended

written (essay) responses

Double Time

Use of scribe

For test items requiring

extended writing responses

Student may dictate into a

recording device.

Separate setting

All tests

Small group – quiet with limited

visual distractions

Tests read

For all State and local tests

except those measuring

reading comprehension

This accommodation should be

provided using text-to-speech

software

Breaks

For tests longer than 40

minutes in length

10-minute break every 40

minutes

Tests administered over multiple days

For tests with a standard

administration time greater than

2 hours in length

Testing sessions are not to

exceed 2 hours

Please refer to:

Appendix B: Dos and Don’ts When Recommending Testing Accommodations

Appendix F: Recommending and Administering Tests Read

Appendix J: Allowable Accommodations for the New York State Testing Program

Students Who Incur Disabilities Shortly Before Test Administration

Principals may also provide certain testing accommodations for general education

students who experience the onset of a short-term disability (e.g., incur an injury, such as

a broken arm) or a long-term disability (either cognitive or physical) acquired or diagnosed

within 30 days prior to the administration of State exams. Eligibility for such

accommodations is based on the principal’s professional judgment. The principal may

confer with CSE/Section 504 Committee members, the school physician, or other school

personnel in making such determinations. This authorization for testing accommodations

does not apply to a student who is in the process of being evaluated to determine his or

her eligibility status as a student with a disability, unless the student being evaluated has

also recently incurred an injury or disabling condition that warrants authorization for

emergency accommodations. Principals may authorize certain accommodations that will

not significantly change the skills being tested. These accommodations are limited to the

following:

• Extending the time limit for a test

• Administering the test in a special location

• Answers may be recorded in any manner (See Appendix G: Procedures for

the Use of a Scribe)

• Reading a test to the student, only if the student’s vision is impaired

Prior permission need not be obtained from the State Education Department to authorize

these testing accommodations for general education students. However, a report

concerning each such authorization must be sent to the Office of State Assessment via

fax to 518-474-1989. The report must be on school letterhead, signed by the principal,

and must include the following information:

• The student’s NYS Student Identification Number;

• The title of the test, including the grade;

• A brief description of the student’s injury or disability; and

• A list of the accommodations that were authorized by the principal.

If the student is expected to continue to need testing accommodations, the principal

should immediately make the appropriate referral to the CSE or Section 504 Committee

for the development of an IEP or 504 plan, as appropriate.

Section IV: Implementing Testing

Accommodations

Once testing accommodations have been considered, recommended, and

documented for individual students, the school must take steps to ensure the testing

accommodations specified in a student's IEP/504 plan are implemented accordingly.

Schools must ensure that:

• copies of the student's IEP are provided, as appropriate, to teachers, service

providers, and others responsible for implementing the IEP; and

• each individual is informed of his or her IEP/504 plan implementation

responsibilities.

Planning and Preparation for Testing

For students whose IEPs/504 plans indicate testing accommodations, building

principals must ensure that testing accommodations are consistently and appropriately

administered for all classroom tests/quizzes, district-wide assessments, and State

assessments. There should be a mechanism in place for communicating the need for

testing accommodations to substitute teachers and test proctors, when necessary.

Careful planning prior to the scheduled testing date will ensure that accommodations are

appropriately implemented as specified in the student’s IEP/504 plan. Among the

considerations in this planning process are identification and training of all individuals

responsible for implementing the testing accommodations and preparation of specialized

materials and/or testing locations.

In order to administer certain testing accommodations, a change in test format may

be necessary. In most cases, changes in the format of tests may be made by the school.

For example, a revised test format is often needed if using text-to-speech software with

paper-based tests, as the test will have to be scanned into a digital format in order to be

used with such software. For State assessments, any reproduction and/or

reformatting of a test booklet, which ordinarily is prohibited, requires the advance

written permission of the Office of State Assessment. A request to make these types

of changes must be submitted by the principal to the Office of State Assessment. This

request must indicate that permission is needed to revise the test format in accordance

with the specifications in the student's IEP/504 plan. The request must also include the

student’s NYS Identification Number, examination title and date(s), and proposed format

revisions. Requests must be faxed to the Office of State Assessment at 518-474-1989 at

least two weeks prior to the first day of the test administration period. The Office of State

Assessment will review the request and issue a response in writing. For additional

guidance on procedures that must be followed when administering specific testing

accommodations, please refer to:

Appendix F: Recommending and Administering Tests Read

Appendix G: Procedures for the Use of a Scribe

Appendix H: Procedures for Multiple Day Administration of State Assessments

Appendix J: Allowable Accommodations for the New York State Testing Program

Many computer-based testing platforms allow for certain testing

accommodations to be provided within the testing platform, itself (e.g., text-to-speech).

Such testing accommodations options need to be identified and coded in the computer-

based testing platform prior to testing. Schools must work with the test coordinator to

verify that online testing accommodations are selected for the applicable students before

testing begins.

Training and Professional Development

In order to ensure that decisions are made consistently across districts and across

the State, staff development should be provided that:

• communicates State policy, guidelines, and procedures;

• provides decision-makers with the tools necessary to make appropriate

individualized decisions about students; and

• provides the tools necessary to correctly implement testing accommodations.

All those responsible for developing and implementing the student’s IEP/504 plan

should participate in staff development activities. These include members of the

CSE/Section 504 Committee, teachers, administrators, teaching assistants, and teacher

aides. Professional development and training topics related to testing accommodations

should include:

• Purpose of testing accommodations

• Eligibility

• Documentation

• Types of testing accommodations

• Criteria for making decisions

• Aligning testing accommodations with instructional accommodations

• Implementation of testing accommodations

• Purpose of State assessments

• State policy and guidelines

• Discussing testing accommodations with students

• Instructing students on the use of certain testing accommodations

Assistance and training are available on a variety of topics, including testing

accommodations, through NYSED’s Office of Special Education’s Educational

Partnership (https://osepartnership.org/), a coordinated and cohesive professional

development and technical assistance network designed to support and empower

schools and families in improving equity, access, opportunities, and outcomes for

students with disabilities.

Additional Considerations for Implementation

Testing accommodations should not be provided for the first time during a

State examination. It is expected that the student has had adequate experience with

certain testing accommodations prior to using those accommodations on a State test.

This is especially important when using adaptive tools, specialized equipment, or

assistive technology devices or when provided accommodations that involve specific

procedures, such as use of a scribe or tests read aloud.

Testing accommodations must be provided across all placement settings

(special class, general education class, etc.) and are not restricted to the traditional

school year. Students receiving extended school year services or students with

disabilities participating in general education summer school programs must be provided

the testing accommodations on their IEP/504 plan. The school district or BOCES

operating the extended school year or general education summer school program is

responsible for the continued implementation of testing accommodations included in the

student’s IEP/504 plan.

In the cases of diagnostic testing or district-wide screenings, providing

certain accommodations may result in invalid scores, thereby affecting the

student’s identification for subsequent services. For diagnostic testing (e.g., testing

used for the purposes of determining eligibility for special education programs and

services), the manner in which certain procedures or instruments are administered to an

individual student (with and/or without testing accommodations) is at the discretion of the

evaluator since the purpose of the test is diagnostic. Based on section 200.4(b)(6) of the

Regulations of the Commissioner of Education, if an individual assessment is not

conducted under standard conditions, a description of the extent to which it varied from

the standard conditions (e.g., the qualifications of the person administering the test, or

the method of test administration) must be included in the evaluation report. The effect of

certain accommodations on district-wide screening tools (e.g., tests read on tests

measuring decoding, extended time on tests measuring fluency) must also be understood

by individuals involved in administering such tools to students with testing

accommodations documented in an IEP/504 plan.

In some instances, a student may refuse or ask to waive testing

accommodations for a local or State assessment. School officials should remind the

student of the reasons for the specific testing accommodations. However, if such action

is not effective in changing the student’s position, school officials should administer the

test without accommodations and document the incident, notify the parent(s), and

consider the appropriateness of additional counseling or a review of the student’s IEP/504

plan by the CSE/Section 504 Committee. In such cases, if the answer document requires

the school to indicate test accommodations provided, the teacher should indicate only

those actually used by the student. Involving the student from the beginning, as

appropriate, in discussions and decisions regarding testing accommodations may help to

avoid such circumstances. Please refer to Appendix I: Sample Student Accommodation

Refusal Form.

Additional Resources

The National Center on Educational Outcomes (NCEO) provides national leadership in

designing and building educational assessments and accountability systems that

appropriately monitor educational results for all students, including students with

disabilities and ELLs/MLLs. Additional information on testing accommodations is

available on NCEO’s Accessibility and Accommodations for General Assessments

website (https://nceo.info/Assessments/general_assessment/accessibility-and-

accommodations).

State Education Department Offices

Office of Special Education (see additional contact information below)

(http://www.p12.nysed.gov/specialed/)

518-473-2878

Office of State Assessment (OSA)

(http://www.nysed.gov/state-assessment

518-474-5900

Office of Standards and Instruction

(http://www.nysed.gov/curriculum-instruction

518-474-5922

Information and Reporting Services

(http://www.nysed.gov/information-reporting-services 518-474-7965

New York State Education Department’s Office of Special Education

Central Office

NYS Education Department

Office of Special Education

89 Washington Avenue, Room 309 EB Albany, NY 12234

speced@nysed.gov

518-473-2878

518-473-5387 (fax)

Regional Offices

Special Education Quality Assurance (SEQA) Regional Offices

(http://www.nysed.gov/special-education/special-education-quality-assurance-regional-

offices)

Office of Special Education Educational Partnership

The Educational Partnership

(https://osepartnership.org/)

References

Christensen, L., Carver, W., Andesine, J., & Lazarus, S. (2011). Accommodations

manual: How to select, administer, and evaluate the use of accommodations for

instruction and assessment of students with disabilities (3

ed.). Washington, DC:

Assessing Special Education Students State Collaborative on Assessment and Student

Standards, Council of Chief State School Officers.

Shyyan, V., Thurlow, M., Christensen, L., Lazarus, S., Paul, J., and Touchette, B. (2016).

CCSSO accessibility manual: How to select, administer, and evaluate use of accessibility

supports for instruction and assessment of all students. Washington, DC: CCSSO.

Appendix A

Testing Accommodations Questions and Answers

RECOMMENDING TESTING ACCOMMODATIONS

1. Is there any limit to the types of testing accommodations that may be included

in a student’s IEP or 504 plan?

No. Based on the student’s needs, a range of testing accommodations may be included

in an IEP or 504 plan.

2. Is there a limit to the amount of extended time a CSE/Section 504 Committee

may recommend for a student with a disability?

No. However, the ability of the student to maintain optimal performance during long

periods of test-taking must be considered when the CSE determines how much extended

time should be provided.

3. How are testing accommodations recommended for students taking the

NYSAA, which is administered in a computer-based testing environment?

A student’s IEP must clearly document all testing accommodations including accessibility

supports that will be provided to the student when participating in the NYSAA. This will

foster appropriate decision-making prior to testing, and it will support consistency in

implementation during testing. The supports that a student requires in instructional

environments may be used to inform decisions on appropriate accessibility features to

document in the student’s IEP. Additionally, school personnel are encouraged to provide

the student opportunities to access practice test items that use accessibility features in

order to inform decision-making and student familiarity regarding the use of these

features. Additional information on the NYSAA, including practice test items, is available

on the Dynamic Learning Maps website (http://dynamiclearningmaps.org/).

4. Is it appropriate to use general qualifying terms when documenting testing

accommodations in a student’s IEP/504 plan, such as “as needed,” “when

appropriate,” or “when necessary”?

No. Documentation should include the conditions or types of tests in which a testing

accommodation is to be provided, as well as any relevant specifications required for

appropriate implementation. Using general qualifying terms without providing additional

implementation specifications may lead to confusion or inconsistency in implementation

and should be avoided. If it is determined that the student needs a particular testing

accommodation for all tests, then qualifying conditions are not indicated or would indicate

“all tests.” For example, if the IEP/504 plan states “use of scribe,” with no testing

conditions specified, this would indicate that the accommodation is to be provided for all

tests regardless of the amount of writing that is required.

Appendix A

5. What is the process for considering and recommending “tests read” for

students with disabilities in the elementary and intermediate grade levels?

Please refer to Appendix F for guidance on appropriately recommending and

documenting this accommodation for students in Grades 3-8.

6. Should “questions read” be indicated as a testing accommodation in the

IEP/504 plan, which would mean that only questions are read to the student?

Generally, no. The passages and multiple-choice items with those questions are

considered part of the question. Therefore, to ensure a common understanding by

teachers, parents, and students, and the appropriate implementation of this

accommodation, the IEP/504 plan should indicate this accommodation using phrasing

such as, “tests read” or “tests read aloud.” School personnel should understand that such

an accommodation includes reading of passages, questions, items, and multiple-choice

responses to the student on tests and quizzes in accordance with the specifications in a

student’s IEP/504 plan.

7. Should the CSE or Section 504 Committee specify in an IEP/504 plan whether

“tests read” should exclude tests of reading comprehension for a high school

student who will be participating in Regents exams or Regents Competency

Tests (RCTs)?

The testing accommodation “tests read” is permissible on all Regents Examinations

(including ELA) and all RCTs (including Reading) for students with disabilities who have

that accommodation documented in an IEP/504 plan. In some cases, the Committee may

determine that this exception is appropriate to the unique needs of an individual student.

8. May a student’s IEP/504 plan indicate that the student reads tests aloud to

himself or herself?

Yes. In order to provide this accommodation to a student, it is likely that the student will

also need testing in a separate location specified in his or her IEP/504 plan.

9. Are text-to-speech, speech-to-text, and word-prediction software programs

allowable testing accommodations on State assessments?

Yes. Text-to-speech, speech-to-text, and word-prediction software programs are

allowable testing accommodations on State assessments at the elementary,

intermediate, and secondary grade levels if documented as a testing accommodation (or

implementation specification for a testing accommodation) in a student’s IEP/504 plan,

as indicated in the chart in Appendix J: Allowable Accommodations across the New York

State Testing Program. When using such software to implement testing

accommodations on State assessments, the student must not have access to any

unauthorized features, such as the internet, a dictionary, or a thesaurus.

Appendix A

iii

Text-to-speech capabilities are embedded within the Grades 3-8 ELA and Mathematics

CBT platform and may be activated prior to testing for a student with a disability if included

in the testing accommodation recommendations in the student’s IEP/504 plan. If a student

is using text-to-speech software as a testing accommodation for a paper-based State

Assessment or Examination, the school must submit to the Office of State Assessment a

request for approval to reformat the test. Please refer to Section IV: Implementing Testing

Accommodations of this document for additional detail on submitting reformatting

requests. For additional information on the use of text-to-speech software to provide the

“tests read” testing accommodation, please refer to Appendix F: Recommending and

Administering “Tests Read.”

Speech-to-text and word prediction software programs are considered to be changes in

the method of response. Changes in the method of response do not require a request to

reformat. A student who uses this technology to implement testing accommodations must

use a school-provided device during State testing. When word processing using word-

prediction or when dictating using speech-to-text software on a State assessment, the

school must print the student’s response and staple the response to the test booklet. If a

student using such accommodations is participating in computer-based State testing, the

student’s exact responses must be entered into the computer-based testing platform by

a test proctor or appropriate school staff.

10. Can a paper test be recommended as a testing accommodation for students

with disabilities who would otherwise be expected to participate in computer-

based State testing?

Yes, if appropriate to the needs of the student and if necessary to implement other testing

accommodations (e.g., use of a human reader to implement “tests read”). If a student with

a disability who would otherwise be participating in computer-based testing is

recommended to use a paper test in accordance with IEP/504 plan recommendations,

the paper version of the test must be requested by contacting the Office of State

Assessment.

11. Is the use of “word banks” an allowable accommodation on State

assessments?

No. For State assessments, the use of a word bank is considered a non-allowed testing

modification. The use of word banks in teacher-made tests would be left up to the

discretion of the student’s teachers, since they know the skills they are intending to

measure and how this would affect the validity of the test.

Only those standardized reference materials specifically permitted or provided by the

Department are allowable for use by students taking State assessments. Word banks are

not authorized reference materials; their availability during the administration of a State

examination may invalidate the student’s test.

Appendix A

12. When may the use of a “spell check device/software” be implemented as an

accommodation on State assessments?

A “spell check device/software” may be used as a testing accommodation on any State

assessment or Regents Examination in accordance with the testing accommodations

recommendations documented in the student’s IEP/504 plan. For students with

disabilities who participate in the Grades 3-8 ELA Tests, the recommendation for this

testing accommodation on all tests (which would include the Grades 3-8 ELA Tests) is

appropriate only for students with disabilities that severely limit their ability to spell words

while writing/typing. A recommendation for a “spell check device/software” as a testing

accommodation for students in grades 3-8 should be informed by evaluative information

indicating that, even after explicit, systematic, and research-based spelling instruction,

the student’s disability precludes or severely limits his/her ability to spell words, including

words at the early stages of spelling skill development.

13. In order to implement certain accommodations, the need for additional

accommodations may need to be recommended. An example is the need for

“separate location” when a student uses a scribe. Does the IEP/504 plan need

to indicate separate location, or can this be provided at the school’s discretion?

The CSE/Section 504 Committee must anticipate such consequences and must indicate

in the IEP/504 plan all such accommodations. Accommodations used in the

administration of State assessments to students with an IEP/504 plan may not be devised

or put into effect outside of the specifications and requirements directly stated in the

student’s IEP/504 plan.

14. What types of calculators are not permitted to be used by students when taking

Regents Examinations?

Under no circumstances may calculators with symbol manipulation be made available to

students taking Regents Examinations. In addition, calculators that can communicate with

other calculators through infrared sensors or any other method of transmission are not

permitted. The use of operating manuals, instruction or formula cards, or other information

concerning the operation of calculators is also not permitted during the examinations.

Additional information on the use of calculators on secondary-level examinations may be

found in the School Administrator’s Manual for Secondary-Level Examinations available

on the Office of State Assessment’s webpage (http://www.nysed.gov/state-

assessment/test-manuals).

15. Are students permitted to have sheets of mathematical formulas for use on

State assessments?

Please refer to the most current School Administrator’s Manuals for elementary-,

intermediate-, and secondary-level examinations available on the Office of State

Assessment’s webpage (http://www.nysed.gov/state-assessment/test-manuals).

Appendix A

16. If a student’s handwriting is illegible, can a scribe be used to rewrite the

student’s response?

If indicated in the IEP/504 plan, the student may have a scribe who rewrites the student’s

responses as dictated by the student. Documentation in the IEP/504 plan must state “use

of scribe for rewriting student’s responses as dictated by the student.”

17. What type of accommodations are permitted for a student with a disability who

is unable to independently manipulate objects during science performance

assessments (required labs) due to physical or other impairments?

In general, the types of instructional accommodations provided in the classroom will be

permitted as a testing accommodation if indicated in the IEP/504 plan. This includes the

use of an aide who will manipulate objects as directed by the student. It is especially

important that the student and aide have experience in using this accommodation during

instruction and classroom tests.

18. What types of testing accommodations may be considered for students in

physical education?

Due to the unique nature of physical education, the accommodations that may be

provided to enable students with disabilities to participate in physical education

assessments are also unique. Accommodations can include changes in equipment,

environment, and/or the basic rules. The following are suggestions for physical education

instructional and assessment accommodations for students with disabilities:

• Reduce the size of the playing area

• Reduce the number of participants

• Reduce the time of the task

• Varied size, weight, color of equipment

• Use of brightly colored paint to identify field markings

• Use of cones or markers to indicate field markings

• Field markings may be modified in width

• Use of a beeper ball and/or a localizer to identify bases

• Use of hand signals or teammate shoulder tap to start and stop play

• Allow use of alternative communication methods (e.g., interpreter, picture

board, flash cards, etc.) by student

• Select the court environment with the least noise

• Increase the size of the playing area to allow the student more personal space

and less likelihood of contact

• Provide verbal cues

• Provide pinch runner for games requiring running

Appendix A

IMPLEMENTING TESTING ACCOMMODATIONS

Method of Presentation

19. How is “tests read” administered to students with disabilities as a testing

accommodation on State tests?

Please see Appendix F: Recommending and Administering Tests Read.

20. What are the procedures for the use of text-to-speech programs or audio

playback devices as testing accommodations when administering State

assessments?

Please see Appendix F: Recommending and Administering Tests Read.

21. Is it permissible to read information to a student more than once when State

assessments are being read?

Yes. For a student who has the accommodation of tests read, questions, passages,

and/or directions may be reread to the student, should the student indicate to the reader

the need to have an item re-read or repeated during testing.

22. Is it permissible to simplify questions when State assessments are being read?

No. This is not permissible on State assessments, as it would invalidate the examination.

However, on teacher-made tests or quizzes, the teacher can make a determination as to

whether and the extent to which any clarification may be provided without compromising

test validity. Only clarification or simplification of directions is permitted on State

assessments when required by the IEP/504 plan.

23. Can questions or multiple-choice answer options be deleted on a State

assessment?

No. Individual items or answer options may never be modified or eliminated.

24. Is revised test format (other than Braille or large type) an allowable

accommodation on State assessments? If so, who is responsible for revising

the test format?

If the student’s IEP/504 plan requires a revised test format on State assessments,

the principal is responsible for implementing this accommodation. Changes in test

format, such as only one item on a page, increased spacing between items, changing

size or shape or location of space for answers, etc., can be made by the school. A request

to make these types of format changes must be submitted to and approved by the Office

of State Assessment. Information on the requirements for submitting reformatting

Appendix A

vii

requests is available in Section IV: Implementing Testing Accommodations of this

document.

25. May teachers or test proctors implement certain testing accommodations

recommended in an IEP/504 plan at their discretion?

No. All testing accommodations recommended in an IEP/504 plan must be consistently

implemented on all State and classroom tests/quizzes in accordance with the testing

conditions and implementation recommendations documented in the student’s IEP/504

plan.

Method of Response

26. How should the student’s responses be recorded for State assessments if the

student’s IEP/504 plan accommodations include “use of scribe,” “use of

recording device,” “use of word processor,” or “speech-to-text software”?

Teachers should indicate in writing on the test booklet whether the student used a scribe,

recording device, word processor, or speech-to-text software. If a student uses a word

processor or speech-to-text software, the printed answers must be stapled to the test

booklet. For students using scribes, recording devices, large type, or braille editions,

responses must be transcribed onto regular test answer documents and test booklets (or

entered into the computer-based testing platform) exactly as dictated or recorded.

27. Can a scribe use a word processor to record the student’s responses?

Yes. The student’s responses typed by the scribe should include the student’s name. The

student’s response typed by the scribe must be printed out and attached to the test

booklet.

28. Can a scribe read a student’s dictated responses back to the student?

A scribe may read a student’s dictated responses back to the student if the student is

provided read aloud testing accommodations or if the student is blind or visually impaired.

29. If a student has the testing accommodation of recording answers directly into

the booklet, should the teacher transcribe the student’s responses to the

multiple-choice questions onto the answer sheet?

Yes.

Timing/Scheduling

30. When implementing the accommodation of “extended time,” must the student

remain in a testing space for the full amount of time, even when the student has

confirmed that he/she has completed the test and is prepared to submit test

materials?

Appendix A

viii

No. Schools must ensure that students who have “extended time” recommended as a

testing accommodation in an IEP/504 plan are provided the full amount of their extended

time. If a student who receives extended time has completed testing and is ready to

submit materials, determinations on whether the student may leave the testing space are

typically determined locally. For State tests, all test administration practices must comply

with the provisions in the School Administrator’s Manual for each respective test

(http://www.nysed.gov/state-assessment/test-manuals).

31. Is it permissible for students with disabilities whose IEP/504 plan specifies

“extended time” to begin a State test earlier in the day than the general

administration time?

Yes. Adjustments to the starting time of State assessments may be made solely at the

discretion of the principal and do not need to be specified in the IEP/504 plan. However,

Department policy governing the Uniform Statewide Admission Deadlines, which are

delineated in the School Administrator’s Manual for Secondary Level Examinations

(http://www.nysed.gov/state-assessment/test-manuals) must be observed even in the

case of students with disabilities. The purpose of these deadlines is to eliminate any

possibility of the exchange of information between students at different examination

centers.

32. For students with disabilities who have “breaks” recommended as a testing

accommodation, are those breaks included in the student’s overall testing

time?

Breaks are provided in addition to the student’s overall testing time. For example, a

student with a disability may be recommended for testing accommodations that include

extended time double the length of the standard administration period and a 10-minute

break after 30 minutes of testing. If the student is taking a test for which all students have

40 minutes to complete the test, he or she would have 80 minutes to complete his or her

test. In addition to being provided 80 minutes of testing, the student would be provided

two 10-minute breaks in accordance with the recommendations in his or her IEP/504 plan.

33. If a student’s IEP or 504 plan documents multiple day administration of State

assessments, and the student has more than one examination in a single day,

must he or she begin each examination on the day scheduled for all students?

Yes. Each examination must begin on the day scheduled for its administration, and the

student must complete at least one section of each examination begun on a given day.

On subsequent days of multiple day testing, the student is not permitted to resume work

on a section that was begun on a previous day and may never alter responses made on

a previous day. On a section-by-section* basis, an additional day or more may be

provided for completion of the remaining sections of the examination. Students may be

provided only a photocopy of the sections they completed on a previous day (photocopied

Appendix A

by the school), so that they have access to all information on the test. For more

information on administering tests over multiple days, see Appendix H.

* The Department does not define the size or contents of a “section” for the purposes of

multiple day testing. Decisions on how to divide a test for a student with a disability

receiving multiple day testing are made locally.

Setting

34. Must a separate setting be a separate room, or can a student be in the same

room as other students, but in a section away from the group?

Separate setting means a student is administered the test in a separate room apart from

the standard setting being used to administer the test. The student can be administered

the test individually or in a small group. Small group or individual test administration must

be specified in the IEP/504 plan.

SPECIAL POPULATIONS

Students who are Deaf or Hard of Hearing

35. If a student who is deaf or hard of hearing is provided the use of a scribe

through a sign language interpreter, does the interpreter translate the student’s

signed response into standard English for the scribe?

Yes. However, for the Grades 3-8 ELA Tests, it would be expected that only students who

are deaf or hard of hearing who may have additional disabilities that preclude them from

writing their own responses would be using a scribe through a sign language interpreter

to respond to questions measuring a student’s writing skills.

36. What form of sign language may be used when providing testing

accommodations?

Students who use sign language due to being deaf or hard of hearing may use any form

of sign language (American Sign Language, Signing Exact English, fingerspelling, etc.).

Forms or dialects of sign language from areas in which a language other than English is

the primary language (e.g., “Puerto Rican dialect of Spanish sign language”) are not

allowed on tests of English language proficiency, except as interpretation of directions is

allowed.

37. Can the Grades 3-8 ELA Tests be signed to students who are deaf or hard of

hearing?

Yes, as appropriate to the unique needs of the student. If a student is deaf or hard of

hearing and there is evidence that the student’s disability precludes or severely limits

Appendix A

his or her ability to decode printed text (possibly due to other co-occurring disabilities or

long-term language deprivation in early childhood), then the CSE may consider

recommending that a sign interpreter translate text for the student as a testing

accommodation.

Students with Blindness or Visual Impairment

38. Is it permissible to highlight or use colored pencils on graphs on State

assessments to make a graph or illustration more visible for a student with

visual impairments?

Yes. This is permissible only if indicated in the student’s IEP/504 plan as a testing

accommodation needed in order to enhance the contrast on the item for the student or to

help distinguish art from text. In this case, the entire graphic must be highlighted or

colored, so that the student’s attention may not be drawn to a particular element

presented in the graph or illustration. Please note: schools may permit students to use

highlighters when taking State assessments. Proctors must monitor student use of

highlighters to ensure that they are not being used by students to record their responses

to questions that must be answered in pencil and that the use of the highlighters does not

obscure the students' responses to open-ended questions.

39. What is the procedure for obtaining braille or large type editions of State

assessments?

The school principal may indicate the need for large type or braille editions in the Online

Examination Request System prior to each examination period. Schools are cautioned to

observe the published deadlines for all examination requests, but especially for braille

editions, which are produced on an as-needed basis.

40. Does the Department delete items that cannot be reproduced in braille?

On occasion, the Department will revise a test question on the braille edition of a State

assessment to make it accessible to braille readers. When it is impossible, even with

revision, to make a test question accessible, the Department will replace the item with

another item measuring a similar skill. When this occurs, the Department provides special

instructions for scoring the affected braille edition.

41. Is it permissible to use templates or graph paper as a testing accommodation

for State assessments?

Yes. Templates and graph paper enable some students to maintain their place or record

answers.

42. What types of accommodations are permitted for a student with a visual

impairment who is unable to see specimens/objects or see through a

microscope during science labs, while taking the Grades 4 and 8 Science

Appendix A

performance assessments, or during other science class activities or

assessments?

In general, the types of instructional accommodations provided in the classroom that are

used to enable the student to learn will be permitted as a testing accommodation if

indicated in the IEP/504 plan. This includes assistive technology devices, or the use of

an aide who will describe to the student what is seen. If a human aide is used in this case,

the student will draw conclusions and analyze verbal data to make a response. Students

must have instruction and practice in using this accommodation during instruction,

classroom, and State tests. Aides must receive training and experience to appropriately

implement this accommodation.

43. Are there special considerations when providing the testing accommodation,

“use of a scribe” or “use of recording device” for students who are blind?

Yes. Students who are blind are not required to provide capitalization, punctuation, and/or

paragraphing when using the testing accommodation “use of a scribe” or “use of recording

device.” For additional guidance on the use of a scribe, see Appendix G.

Students with Disabilities Who are English Language Learners/

Multilingual Learners

44. What types of testing accommodations may be provided to students with

disabilities who are ELLs/MLLs?

All students who are ELLs/MLLs are entitled to certain testing accommodations during

the period of time that they are identified as ELL pursuant to Part 154 of the Regulations

of the Commissioner and for up to two years immediately after they have achieved

proficiency in English on the NYSESLAT alone or in combination with other criteria. For

students with disabilities who are also ELLs/MLLs, it is the responsibility of the

CSE/Section 504 Committee to identify in the student’s IEP/504 plan any individual

testing accommodations needed by the student because of his or her disability, which

may include, but are not limited to, the same testing accommodations that the student is

entitled to as an ELL/MLL or Former ELL/MLL student.

The NYSESLAT is New York State’s test of English language proficiency. It is designed

specifically to assess the English language proficiency of ELLs/MLLs. Therefore, some

testing accommodations ordinarily permitted for ELLs/MLLs taking other State tests (e.g.,

a bilingual glossary) are not permitted for the NYSESLAT. However, if a student with a

disability who is also an ELL/MLL is participating in the NYSESLAT, he/she would be

provided the testing accommodations specified in his/her IEP/504 plan to meet the

student’s disability-related needs as consistent with Department policy.

Policies on testing accommodations for students with disabilities and ELLs/MLLs

participating in State assessments may be found in the School Administrator's Manual for

each respective State assessment (http://www.nysed.gov/state-assessment/test-

manuals).

Appendix A

xii

45. Can the testing accommodation “tests read” be provided to students with

disabilities for the Reading questions on the NYSESLAT?

Beginning with the 2017 administration of the NYSESLAT, students with disabilities

whose IEPs/504 plans document that tests be read aloud (by way of human reader or

technology) must be provided this testing accommodation in accordance with the

specifications in the IEP/504 plan for all sections of the NYSESLAT including Reading.

Recommending the accommodation of “tests read” on all tests for students in the

elementary and intermediate grades is typically appropriate for those students who have

disabilities that preclude or severely limit the ability to decode or access print.

Recommending the “tests read” accommodation for all tests, including tests primarily

assessing reading comprehension (e.g., the Reading section of the NYSESLAT), may not

be appropriate for students with mild or moderate reading disabilities who may be

provided the “tests read” accommodation on other sections of the NYSESLAT (e.g.,

Listening, Speaking, and Writing). Providing read-aloud accommodations for students

who do not need them may have a negative effect on such students’ test performance,

and, in the case of the NYSESLAT, may affect a student’s identification for subsequent

services. For more information on recommending and implementing “tests read,” please

refer to Appendix F.

OTHER

46. If testing accommodations such as, “use of spell checking device” or “tests

read” are recommended in the student’s IEP/ 504 plan, should these skills

continue to be a part of that student’s instruction?

Yes. Testing accommodations allow students with disabilities to demonstrate their content

knowledge in all subject areas by reducing the barriers caused by a disability. Testing

accommodations do not replace the need for high-quality instruction and assessments

for students who receive accommodations in certain areas. Spelling and reading skills

are a part of the State’s learning standards and must continue to be a part of the student’s

instruction. For students who are provided accommodations such as “tests read” or “use

of spell-checking device,” schools must consider and recommend, as appropriate,

services and supports designed to improve the student’s foundational reading and

spelling skills. Goals should also be developed to address the student’s reading and

spelling challenges.

47. Are graphic organizers permitted on State assessments?

Only the blank shell of a graphic organizer would be permitted. There must be no words,

directions, or headings on the paper. For those students who have been taught to use

this tool for writing, it is best to teach them to develop their own graphic organizer similar

to ones used in the classroom. A student who cannot draw his or her own graphic

organizer can have a scribe draw one for them as directed by the student.

Appendix A

xiii

48. What options are available when a student is scheduled for more than one State

examination in a single day?

When the CSE/Section 504 Committee discusses and recommends appropriate testing

accommodations for a student with a disability, the discussion must include consideration

of any State assessments the student is scheduled to take that year. The CSE/Section

504 Committee should receive information about the examination schedule from school

officials as soon as it is disseminated. If, based on the courses the student is enrolled in,

he or she will be expected to take more than one State assessment in a single day, the

following options should be considered:

• Consider the testing accommodation of multiple day administration of State

assessments. (See Appendix H)

• Postpone one of the examinations until the following administration period.

Schools are encouraged to provide review and preparation for affected

students prior to any examination(s) that is/are postponed for this reason.

When postponing one or more examinations to the August administration

period, in order to provide the student with the additional time needed and still

have time for scoring, the school must remember that the August examination

period is only two days long. No student, whether identified as having a

disability or not, should be scheduled to take more than two examinations

during the August administration.

• Consider the option of having the student take a Department-approved

alternative test. Many of these examinations are offered several times a year.

Information on the Department-Approved Alternative Examinations Acceptable

for Meeting Requirements for a Local or Regents Diploma is available on the

Office of State Assessment’s webpage (http://www.nysed.gov/common/nysed/

files/programs/state-assessment/approved-alternative-examinations.pdf).

49. What are the consequences if a school fails to provide the testing

accommodations required by the student’s IEP/504 plan?

The school’s failure to provide the testing accommodations required by the student’s

IEP/504 plan may result in the invalidation of the student’s test score.

For elementary- and intermediate-level tests, the school would report the test as a

misadministration.

For secondary-level tests required for graduation, if the student fails the test or is not

satisfied with the score, the school would report the test as a misadministration and the

principal could request the Office of State Assessment to invalidate the score so that it

does not appear on the student’s record. The student will then have to retake the

examination during a subsequent administration period. If the student does pass the test

and is satisfied with the score, it can be considered a valid score.

Appendix A

xiv

50. Will a student’s testing accommodations documented in an IEP/504 plan be

available in postsecondary settings?

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

important for CSEs/Section 504 Committees to have documented the student’s use of

accommodations. While colleges and universities may or may not allow all of the testing

accommodations specified in a student’s IEP or 504 plan, it is important that students

have documentation of the testing accommodations used in high school to help inform

decisions regarding continued access to accommodations in college and career settings.

This documentation will support the student in advocating for his or her accommodation

needs in a variety of postsecondary settings.

Appendix B

Dos and Don’ts When Recommending Testing Accommodations

Do … make accommodations decisions

based on individualized needs.

Don’t … make accommodations decisions

based on whatever is easiest to do (e.g.,

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 in the IEP

or 504 plan.

Don’t … use an accommodation that has not

been documented in the IEP or 504 plan.

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

necessary.”

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 team or 504 planning

committee 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.

Christensen, L., Carver, W., VanDeZande, J., & Lazarus, S. (2011). Accommodations manual: How to select,

administer, and evaluate the use of accommodations for instruction and assessment of students with disabilities (3rd

ed.). Washington, DC: Assessing Special Education Students State Collaborative on Assessment and Student

Standards, Council of Chief State School Officers. Retrieved from:

http://www.ccsso.org/Resources/Publications/Accommodations_Manual_How_to_Select_Administer_and_Evaluate_t

he_Use_Of_Accomocations_For_Instruction_and_Assessment_Of_Students_With_Disabilities_.html.

Appendix C

Examples of Student Characteristics and Possible

Testing Accommodations

The purpose of this chart is to assist in the decision-making process for each student by

providing examples of testing accommodations. Not every testing accommodation

indicated under “possible testing accommodations” will be appropriate for each student

demonstrating a given characteristic.

Certain testing accommodations may not be permissible on specific State assessments.

Additionally, reformatting requests may need to be submitted to the Office of State

Assessment in order to implement some testing accommodations on specific State

assessments. Please refer to the School Administrator's Manual for each respective State

test (http://www.nysed.gov/state-assessment/test-manuals) and to Appendix J for a chart

of allowable accommodations across the New York State Testing Program.

Student Characteristics

Possible Effect on

Test-taking

Possible Accommodations

Poor attention/distractibility

Has difficulty remaining on

task

May have difficulty

concentrating on test items

for extended length of time

and completing exam in

allotted time. May be

distracted by other

students.

• Separate setting free from

distractions

• On-task focusing prompts

• Provide breaks during exam

period

• Extended time

• Study carrel

May have difficulty

following or remembering

directions.

• Directions read more than

standard number of times

• Directions provided for each

page of questions

• Directions simplified

May have difficulty dividing

attention between the test

booklet and recording

answers on a separate

answer sheet.

• Record answers directly in

test booklet

Processes written information

at a slow rate

May not be able to

complete exam within

standard timeframe.

• Extended time

May become fatigued

and/or distracted.

• Separate setting

• Directions read

• Tests read aloud

• Text-to-speech software

(with reading rate adjusted to

accommodate processing

delays)

• Multiple day administration

• Breaks

Appendix C

Student Characteristics

Possible Effect on

Test-taking

Possible Accommodations

Poor physical/motor

coordination/writing

difficulties

Unable to record or has

difficulty recording

responses using paper

and pencil in standard

manner.

• Use of computer/word

processor or other writing

aids

• Respond orally to scribe

• Separate setting when using

scribe

• Use of adaptive writing

utensils

• Speech-to-text software

Difficulty managing or

manipulating test

materials.

• Papers taped/anchored to

desk

Unable to access a

computer with standard

equipment.

• Adapted keyboard

• Adapted mouse

• Switch interface

• Touch screen

Significant difficulty with

typing efficiency

(speed/accuracy).

• Keyboard access features

(e.g., “sticky keys,” “filter

keys”)

• Word prediction software

Difficulty recording

answers on a separate

answer sheet.

• Record answers directly in

test booklet

• Allow additional space for

writing

• Speech-to-text software

Writing tasks completed at

a slow rate.

• Extended time

• Speech-to-text software

Unable to or has difficulty

using paper and pencil to

solve computations.

• Use of calculator/math

tables

• Use of graph paper to align

numbers when doing

computations

• Speech-to-text software

(with speech recognition for

mathematics)

Difficulty following/

understanding directions

May not understand what

the test requires them to

do.

• Directions read orally

• Directions simplified

• Additional examples of

directions provided

• Key words or phrases of

directions highlighted

May have difficulty

remembering directions.

• Directions reread for each

page of questions

Appendix C

iii

Student Characteristics

Possible Effect on

Test-taking

Possible Accommodations

Visual Impairments

Unable to or has difficulty

accessing test in standard

print format and requires

tactile or oral means to

obtain information.

• Braille

• Tests read orally

• Recording device

May have low or limited

vision and has difficulty

with standard print.

• Large type

• Magnifier

• Digital text (to manipulate

font size, color, etc.)

• Tests read when fatigue sets

in due to eye strain

• Special desk or book stand

to hold materials for easier

reading

• Extended time

• Increase spacing between

test items

• Fewer items per page

Unable to use paper and

pencil to solve

computations.

• Use of calculator/talking

calculator

• Use of graph paper to align

numbers

• Speech-to-text software

(with speech recognition for

mathematics)

Difficulty tracking from test

to answer sheet.

• Record answers on test

booklet

• Templates to reduce visible

May have low or limited

vision and has difficulty

with detailed visual tasks,

such as printed material,

graphs, charts, diagrams,

etc.

• Highlighting entire graphs to

increase contrast from color

of page

• Special lighting

• Oral description of graphs,

charts, etc., presented in a

neutral manner

Difficulty maintaining place

in a standard test booklet

• Use of templates to reduce

visible print

Visual-perceptual difficulties

Difficulty focusing on

individual items if too

many items are presented.

• Large type

• Increase spacing between

test items

• Fewer items per page

• Use of templates to reduce

visible print

Appendix C

Student Characteristics

Possible Effect on

Test-taking

Possible Accommodations

Emotional/Mental Health

Impairments

Displays test anxiety.

• Extended time

• Breaks during test

Exhibits inappropriate

behavior.

• Separate location

• On-task focusing prompts

Administered medication

that may affect the

student’s physical stamina.

• Test administered during

optimal times when student

is most alert

Health Impairments/Poor

stamina

Unable to sit for extended

lengths of time without

changing position.

• Extended time

• Breaks provided for rest

periods

• Adaptive furniture

Due to fatigue, unable to

complete the test in the

time allotted.

• Multiple day administration

• Separate setting

Increased fatigue as

duration of taking test

increases.

• Use of scribe when fatigue

affects ability to write

• Tests read when fatigue

affects ability to read

Difficulty with reading

Reading skills below grade

level of test.

• Oral reading of tests

• Text-to-speech software

Slow reading pace.

• Extended time

• Present test reading

passages in sections

Hearing Impairments

Unable to access or has

difficulty accessing oral

directions or listening

sections of test in standard

manner.

• Use of sign language

interpreter for oral directions

and listening passages

• Listening passages may be

signed more than once

• Written directions provided

• Extended time

• Separate setting

• Amplification devices

• Preferential seating in front

of interpreter

Difficulty with auditory

processing

Difficulty remembering

and/or understanding oral

directions.

• Repeat directions more than

standard number of times

• Directions simplified

• Provide written directions

• Preferential seating

• Repeat listening section

more than standard number

of times

Difficulty with math

processing/computations

Unable to memorize basic

math facts.

• Use of calculator

• Chart of basic math facts

Appendix D

Examples of Testing Accommodations for Special

Populations: Students who are Blind or Visually Impaired

Based on the unique needs of students with blindness and visual impairments, the

following accommodations should be considered when making appropriate

decisions:

Timing/Scheduling

• Multiple day administration

• Extended time* (specify amount of extended time)

• Breaks* (specify length of break and/or any additional conditions under which

breaks may be needed)

*Examples of when extended and/or break times may be needed specific to the needs of

students who are blind or visually impaired to allow for:

• Eye strain or visual fatigue and/or finger fatigue, which leads to numbness and

temporary loss of sensitivity to read braille (a common side effect of reading

braille)

• A reader to describe diagrams or illustrated materials

• The use of other testing accommodations

Setting

• Special lighting

• Individual/small group

• Additional desk or work space (braille readers require extra space on which to

place materials)

Presentation

• Large-type editions of tests

• Braille editions of tests

• Refreshable braille display

• Recording device

• Directions read

• Visual magnification devices and applications

• Closed circuit television (CCTV)

• Tests read (if the student is not yet proficient in or cannot effectively access braille)

• Verbal description or narration provided for visual display materials; charts, graphs,

etc.

Appendix D

• Verbalization of writing (e.g., information that is being presented on a whiteboard

or on an overhead is spoken aloud as it is being written.)

• Text-to-speech software programs for tests read

• Key words or phrases highlighted in directions

• Increased size, shape, space for answers

• Increased spacing

• Decreased number of test items per page

• Markers to maintain place

• Calculation devices/talking calculator

• Abacus

• Tactile graphics

• Manipulatives

• Braille manipulatives

• Verbal description of graphics

• Adapted measuring devices, such as scales, graduated cylinders, braille/large-

print rulers, tactile measuring tools, etc.

• Nonvisual indicators in experiment-like situations (e.g., buzzers for lights)

• Boldface letters and/or white paper for increased contrast

• Digital version of test with screen reader and/or magnification

• Adapted paper (e.g., braille paper, bold-line paper, or raised-line graph paper)

• Reduction of copy work (if an assignment/test requires copying text or problems,

a worksheet is provided in either braille or large print)

Response

• Use of scribe

• Recording devices (for recording answers and note taking)

• Braillewriter or word processor

• Electronic note takers

• Record answers in test booklet

• Assistive technology applications

• Use of adaptive equipment or manipulatives to record answer to a test question

rather than responding in writing (e.g., a student uses a braille model of a clock to

show the answer to a test question.)

Accommodations for Science Laboratory Instruction/Testing

• Accommodations specific to science laboratory instruction/testing (it is especially

important in this context that accommodations provided during testing are

those that have been used during instruction):

o An aide/assistant who can verbally describe specimens seen through a

microscope

o Enlarging slides or pictures through a CCTV, projector, magnifier

Appendix D

iii

o Tactile diagrams/raised line drawings

o Use actual objects for 3D representation

o Directions/procedures read to student

o Braille/large-type directions and procedures

o Assistive technology/adapted materials including (but not limited to):

 Devices that transform visual signals into audio output

 Talking thermometer/timers

 Glassware with embossed numbers

 Braille labeling

Appendix E

Examples of Testing Accommodations for Special

Populations: Students who are Deaf or Hard of Hearing

Based on the unique needs of students who are deaf or hard of hearing, the

following accommodations should be considered when making decisions:

Timing/Scheduling

• Extended time to allow for use of interpreter for listening section and use of pauses

between passages for note taking

• Breaks

• Multiple day test administration

Setting

• Separate location

• Special seating in close proximity to interpreter

• Special acoustics (e.g., minimal extraneous noises)

• Reduced visual distractions (e.g., glare from lights)

Presentation

• Use of sign language interpreter to sign listening sections of tests

• Auditory amplification devices

• Auditory recording of questions, items, and passages for students with reading

disabilities

• Test passages, questions, item, and multiple-choice responses signed to student

(if the student’s disability also affects his or her ability to decode print)

• Preferential seating

• Test administration directions may be clarified or interpreted if the substance of the

directions is not changed

• Student reads listening script for listening passages

Response

• Sign responses through interpreter for students whose disability affects their ability

to respond in the standard manner

• Auditory amplification

Appendix E

In all instances when an interpreter is used, to the greatest extent possible:

• There should be adequate time prior to the test to allow the interpreter to become

familiar with the passage so he or she is prepared to present the information

appropriately. Principals may open secure State assessments earlier on the day

of administration to allow adequate time.

• Interpreters must be appropriately qualified and trained. Whenever possible, the

“assigned interpreter” should be one with whom the student is familiar and who is

familiar with the student.

• Signs used must not give away nor suggest the correct answer(s) during testing.

Appendix F

Recommending and Administering “Tests Read”

The accommodation of “tests read” allows students with disabilities that limit their

ability to decode print the opportunity to demonstrate content knowledge in all subject

areas by mitigating the effects of a reading or print disability. “Tests read” should be a

low-incidence accommodation, as it is not effective or appropriate for many students with

disabilities. Providing read-aloud accommodations for students who do not need them

may have a negative effect on such students’ test performance.

Accommodating students with disabilities through auditory presentation of tests

does not replace high-quality, specially designed reading instruction by appropriately

certified and qualified teachers for such students, nor does it eliminate the need for

schools to conduct ongoing assessments

of the individual reading skills of such students,

and provide continued instruction on specific reading skills. Students with disabilities who

are provided the accommodation of “tests read” on the Grades 3-8 ELA Assessments

must still be considered, as appropriate, for academic intervention services (AIS).

Evaluative and instructional information that supports the student’s need for the

accommodation “tests read” may be considered as a part of the multiple measures of

student performance that inform decisions regarding AIS for individual students.

Additional guidance on the use of research-based instructional practices in reading for

students with disabilities may be found in NYSED’s Quality Indicator Review and

Resource Guides for Literacy (http://www.p12.nysed.gov/specialed/techassist/literacyQI-

August2014.pdf).

Providing the “tests read” accommodation on tests primarily assessing reading

comprehension (e.g., the Grades 3-8 ELA Tests or the Reading sections of the

NYSESLAT) may not be appropriate for students with moderate reading disabilities who

may be provided the “tests read” accommodation in other content areas (e.g., social

studies, math, or science). If “tests read” is recommended by a student’s CSE/504

Committee as a testing accommodation for a student with a disability in Grades 3 through

8, the student’s IEP/504 plan must indicate whether it is appropriate to provide this

accommodation on all tests (which would include tests of reading comprehension, such

as the Grades 3-8 ELA Tests or the Reading sections of the NYSESLAT). Recommending

“tests read” on all tests for students in the elementary or intermediate grade levels may

be appropriate when the student’s disability-related issues preclude or severely limit

decoding skills or print access, even with the use of other testing accommodations.

Testing accommodations, including “tests read,” should not be recommended in a test-

specific manner, but should describe the conditions and types of tests for which an

accommodation must or must not be provided. As with all IEP/504 plan

recommendations, testing accommodations must be reviewed at least annually and

revised as necessary to meet the changing needs of each student. It is critical that a

For local assessments, screenings, or individual evaluations designed to measure specific reading skills

for the purposes of determining eligibility for services or informing reading instruction, reading such

assessments to students may not yield valid results and may affect the student’s identification for

appropriate services.

Appendix F

student’s testing accommodations are recommended based on current information

related to his or her present levels of performance.

Sample profiles of students with disabilities in the elementary or

intermediate grades that severely limit or preclude the ability to decode

print*:

Sample #1: Amaya is a student with a learning disability. She is in 5

grade and has been

consistently receiving research-based, specially designed reading instruction by appropriately

certified and qualified teachers. Although she has made slow progress since kindergarten, as

evidenced by progress monitoring within a Response to Intervention framework and reports on

IEP goals and objectives, recent evaluation results indicate that her decoding and fluency skills

are significantly below average, at more than two standard deviations below the mean. Amaya

prefers to read with the accommodation of color overlays, but even with the use of such

accommodations, classroom reading assessments indicate that her instructional reading level is

consistent with skills shown by students in first grade. However, when provided auditory

accommodations in class, she is able to demonstrate grade-level comprehension and content

knowledge.

Sample #2: Ben is a 3

grade student who is blind. He has been identified as a student with a

disability and is receiving instruction in braille by appropriately trained and qualified teachers.

However, he is not yet proficient in braille, as his blindness resulted from an accident he

experienced over the summer. He requires auditory accommodations in order to participate in

instruction and assessments involving print.

Sample #3: Chava is a 6

grade student who has been identified as having a disability due to

“other health impairment.” When she was 9 years old, Chava had a stroke which impaired some

skills related to reading, writing, speech, and language. Her writing skills have improved since her

stroke, but reading and oral word retrieval remain significant challenges. Chava receives

research-based, specially designed reading instruction by appropriately certified and qualified

teachers, as well as related services. She has made progress in functional reading skills;

however, her decoding skills are still significantly below average, as evidenced by recent

evaluation results. Although evaluation results show that her auditory comprehension is slightly

below average, auditory accommodations in class allow her to meaningfully participate and

progress in grade-level activities and assessments involving text.

*The profiles above are fictional. Any resemblance to actual persons or events is purely coincidental.

Appendix F

iii

SAMPLE DOCUMENTATION

Testing conditions appropriate for a student with a disability that severely limits or

precludes the ability to decode print who would receive the “tests read” accommodation

on the Grades 3-8 ELA Assessments or Reading Section of the NYSESLAT:

Testing Accommodations

Testing Conditions

Implementation

Specifications

Tests Read

For all State and local tests,

including tests of reading

comprehension

Text-to-speech software may

be used to provide this

accommodation

Testing Accommodations

Testing Conditions

Implementation

Specifications

Tests Read

For all State and local tests

Human reader

Testing conditions appropriate for a student with a disability that moderately impacts the

ability to decode print who would not receive the “tests read” accommodation on the

Grades 3-8 ELA Assessments or Reading Section of the NYSESLAT:

Testing Accommodations

Testing Conditions

Implementation

Specifications

Tests Read

For all State and local tests,

except tests of reading

comprehension

Text-to-speech software may

be used to provide this

accommodation

Appendix F

Testing Accommodation Decision-Making Tool for “Tests Read”

The chart below may be used by school personnel to facilitate collaborative decision-making related to the recommendation of “tests read”

(via human reader or technology) as a testing accommodation for students with disabilities in grades 3 through 8. The questions in this

tool should be considered each time a student’s individualized education program (IEP) or Section 504 Accommodations Plan (504 plan)

is reviewed to determine the appropriateness of this accommodation. After completing the chart, check the box below indicating the

recommended testing accommodation for the Committee on Special Education (CSE) or Section 504 Committee to review and consider

when developing the student’s IEP/504 plan. This tool is for local use, only. Do not submit this form to the New York State Education

Department (NYSED).

Student: Date:

Persons Involved in Decision-Making:

Questions

YES

N/A

Comments/Evidence

Is there evaluative information indicating that, even after

explicit and systematic reading instruction, the student’s

disability precludes or severely limits the student’s ability

to decode print?

☐ ☐ ☐

Has the student been provided systematic, explicit, research-

based reading intervention(s) to improve decoding skills?

☐ ☐ ☐

If the student is blind or visually impaired, is he or she

learning to read braille?

☐ ☐ ☐

If the student is blind or visually impaired, has it been

determined that his or her disability precludes or severely

limits the ability to access and/or develop proficiency in

braille?

☐ ☐ ☐

If the student is deaf or hard of hearing, is there evidence

demonstrating that the student’s disability precludes or

severely limits his or her ability to decode printed text

(possibly due to other co-occurring disabilities or long-term

language deprivation in early childhood)?*

☐ ☐ ☐

Is there evidence that the student’s access to and/or

performance on print-based tasks improves when

information is presented to the student in auditory formats

(by way of human reader or the use of assistive technology)?

☐ ☐ ☐

Does the student use read-aloud accommodations during

instruction and/or classroom testing (by way of human reader

or the use of assistive technology)?

☐ ☐ ☐

Is the student provided instructional materials in auditory

formats?

☐ ☐ ☐

Has the student provided input to inform specific

recommendations related to the “tests read” testing

accommodation?

☐ ☐ ☐

Are there additional considerations for recommending “tests read” for this student, specific to his or her unique disability-

related needs? If so, explain in the space below:

*If the answer to this question is “YES”, and the student also understands sign language, the CSE may consider recommending a sign

language interpreter to translate text if appropriate to the needs and skills of the student.

Check the recommendation that is most appropriate in meeting the needs of this student:

☐ “Tests read” is not an appropriate testing accommodation for this student.**

☐ “Tests read” should be recommended for this student on State and local tests, except tests of reading comprehension.**

☐ “Tests read” should be recommended for this student on all State and local tests, including tests of reading

comprehension.

**These recommendations indicate that the Grades 3-8 ELA Assessments will not be read to the student.

Appendix F

Procedures for Administering “Tests Read” on State Assessments

The testing accommodation of “tests read” may be provided to students with

disabilities by way of human reader or technology. When a proctor is reading State

assessments and examinations aloud to a student(s), the test must be read in a neutral

manner, without intonation or emphasis, and without otherwise drawing attention to key

words or phrases. Passages and questions must be read word for word, without any

clarification or explanation. If the stem of the question and/or the answer choices make

reference to part of a reading passage solely as line numbers or paragraph numbers, the

reader should re-read the specified part(s) of the passage to the student. The principal

should provide the test proctor with an exam booklet no earlier than one hour in advance

of the required starting time, so that the proctor can become familiar with the exam before

reading it aloud to the student. When reading a mathematics test question to a student

who has this accommodation, all numbers and mathematics symbols, along with words,

should be spoken by the proctor to the student. For example, the symbol < should be

read as “less than,” and 1,211 should be read as “one thousand, two hundred, eleven.”

Please refer to the guide provided in the next section on reading mathematics symbols to

students.

State assessments provided through computer-based testing have text-to-speech

capabilities embedded in the testing platform. If a student’s IEP/504 plan specifies “text-

to-speech” as a testing accommodation (or an implementation specification for the “tests

read” accommodation), the testing coordinator for that school must be contacted to

activate this feature for that student. In situations where a paper copy of a State

assessment must be scanned onto a school-sanctioned device, in order to be provided

this accommodation in accordance with specifications in an IEP/504 plan, this

accommodation would be considered “revised format.” For State assessments, any

reproduction and/or reformatting of test booklets requires the advance written permission

of the Office of State Assessment. A request to open the test earlier to make these

changes needs to be submitted to the Office of State Assessment. The request must be

submitted by the principal and must indicate that, based on the student’s IEP/504 plan,

permission is needed to revise the format. Such requests may be faxed to the Office of

State Assessment at 518-474-1989.

Audio playback devices may also be used to provide read-aloud testing

accommodations for students with disabilities in accordance with the specifications in the

IEP/504 plan. In this manner of implementation, a student would listen to the test being

read through an audio playback device, rather than through human reader or text-to-

speech software. This would require an exam proctor to read the exam in its entirety,

following the above procedures, just prior to the administration of the exam. If the testing

accommodation is to be provided in this manner, and the proctor will not be able to

prepare the recording within one hour of the starting time for the exam, the school must

request written permission from the Office of State Assessment to open the exam early

in order to provide this accommodation. These requests must be submitted by the

principal via fax to 518-474-1989. Under no circumstances, however, is it permissible for

State tests to be opened prior to the date of general administration. The device used for

audio playback must be a school-sanctioned device, and the proctor’s recording must be

deleted after the student has submitted his or her exam materials.

Appendix F

Any other features that a text-to-speech software program or audio playback

device might have that would provide the student with information or assistance not

permitted on State assessments (such as a dictionary, thesaurus, or website) must be

disabled if the program is to be used for State assessments.

Appendix F

vii

Guide to Reading Mathematics Symbols

When providing the testing accommodation of “tests read” to students taking a

mathematics test, math symbols should be read by the appropriate name. If a student is

provided “tests read” on math tests through the use of text-to-speech software, the

program should be able to “read” math symbols correctly. The following chart, although

not exhaustive, may be used as a guide to reading math symbols.

Math Symbol

Name

plus, positive

minus, negative

times (or a variable “x”)

÷ or /

divided by

equals, is equal to

≠

is not equal to

is congruent to

is similar to

∞

infinity

is less than

is greater than

≤

is less than or equal to

≥

is greater than or equal to

≈

is approximately equal to

plus or minus

is parallel to

┴

is perpendicular to

line segment AB

line AB

ray AB

√

the square root of

angle

m BAC

measure of angle BAC

1 3 1

2, 4, 16

one half, three fourths, one sixteenth

1,203

one thousand two hundred three

(21 x 3) ÷ ___ = 7

The quantity, twenty-one times three,

divided by blank, equals seven.

7.234

seven point two three four

0.36

zero point three six repeating

10³

ten cubed OR ten to the third power

 =

− ± √

− 4

2

“’X’ equals negative ‘b’ plus or minus the

square root of ‘b’ squared minus 4 ‘a’ ‘c’

divided by 2 ‘a’”

Appendix G

Procedures for the Use of a Scribe

Testing accommodations allowing the use of a scribe may be recommended for

students who, because of a disability, need someone to transcribe their dictated

responses on tests. Implementing this accommodation generally necessitates the use of

an alternate location and extended time. These additional accommodations must also be

specified in the IEP/504 plan to be provided. If "extended time" and "separate location"

are needed only when the use of a scribe or a recording device is required, that must be

indicated so that the accommodations are not provided during other times when not

appropriate. Scribes may be teachers, teacher aides, teacher assistants, or other school

personnel who are appropriately prepared to provide this accommodation. Scribes must

have an understanding of how to record responses using the procedures described and

be familiar with the test, including knowledge of the vocabulary used in the test.

The following procedures must be used to implement the testing accommodation

"use of scribe.” Generally, the student is expected to provide any punctuation beyond

what is needed at the end of a sentence, as well as paragraphing, and capitalization of

proper nouns.

• When “use of a scribe” is indicated as a testing accommodation on an IEP/504

plan, the student may dictate responses directly to the scribe or into a recording

device, which may be played back by a scribe for transcription. If a recording

device is recommended to implement this testing accommodation, this should

be indicated accordingly as an implementation specification in the student’s

IEP/504 plan.

• Scribes must record word-for-word what the student dictates or records.

Scribes may capitalize the first letter of each sentence and provide punctuation

at the end of a sentence. Scribes must leave out additional punctuation (e.g.,

commas or quotation marks) and capitalization of proper nouns. Students do

not have to spell words aloud while dictating to a scribe.

• A word processor may be used by a scribe to type a student’s dictation, and

scribes should write/type a student’s dictation on every other line.

• When the student’s dictation is complete, the scribe shows the student the

written response and asks him or her to indicate where capitalization of proper

nouns, additional punctuation, and paragraphing should be used.

Generally, for the Grades 3-8 ELA Assessments, waiving spelling, capitalization, punctuation and/or

paragraphing requirements is not permitted. However, students participating in the Grades 3-8 ELA

Assessments who are blind and require the use of a scribe do not need to provide capitalization,

punctuation, and/or paragraphing when following the procedures to use this accommodation. For this

specific population of students, the scribe may provide these areas of written mechanics and formatting.

Appendix G

• The student reads the completed dictation/transcription and indicates if there

are any further changes to be scribed on the skipped lines.

• The scribe must then transfer the student’s completed responses into the paper

test booklet, and staple the student’s dictation to the paper test booklet. If the

student is participating in CBT, the student’s transcribed responses would need

to be entered into the CBT platform to submit.

The following procedures may be used to implement the use of a scribe as a testing

accommodation specific to the administration of mathematics tests:

• Scribes must record what the student dictates on a separate sheet of paper.

• The scribe should ask the student to indicate exactly where the numbers need

to be placed and lined up.

• The scribe must record the operational sign as dictated by the student (addition

sign, subtraction sign, etc.).

• When dictating numbers, the student must indicate how the number is written

and indicate place value. For example, if the student says one thousand thirty-

eight, the student should specify how that is written: one, zero, three, eight.

• When computing a problem, the student must indicate to the scribe how he/she

is computing and should be specific in terms of what numbers to write down,

including carrying. For example, when adding 23 and 9, the student should

indicate 9 plus 3 is 12, put down the 2 and carry the one above the 2.

• The scribe shows the student the written response and asks him or her to

indicate if there are any further changes to be made.

• The student does not have to provide spelling and punctuation in word

responses.

• The scribe must transfer the student's completed responses into the test

booklet and staple the student's dictation to the test booklet.

Appendix H

Procedures for Multiple Day Administration of

State Assessments

Considerations for Multiple Day Test Administration

Multiple day test administration is a testing accommodation designed to permit

students who, because of their disability-related needs, are unable to complete a State

assessment

in a single day or testing session. The determination of a student’s eligibility

for this testing accommodation must be made, and reviewed annually, by a student’s CSE

or Section 504 Committee on a case-by-case basis in consideration of the student’s

unique educational needs (e.g., the student experiences fatigue due to health issues).

It is also appropriate to consider this testing accommodation for a student with a

disability who has extended time as a testing accommodation in his/her IEP or 504 plan

when the student is scheduled to take more than one State assessment in a single day.

This recommendation must be made in consideration of the State assessment schedule

for the year the student’s IEP or 504 plan will be in effect.

Documentation of Multiple Day Test Administration in the IEP or 504

plan – Step I

The CSE/Section 504 Committees are the only entities that may determine that a

student needs administration of a State assessment over multiple days. If the

CSE/Section 504 Committee recommends multiple day testing, it must be documented

under the “Testing Accommodations” section of the student’s IEP or the appropriate

section of the student’s 504 plan (e.g., “test administration over multiple days” or “multiple

day test administration”). It may also be appropriate to indicate the conditions or types of

assessments that require this accommodation. For example: a student with a seizure

disorder may need multiple day test administration in the event he or she experiences a

seizure on the day of the test; or a student who receives extended time may need this

accommodation for State assessments whose standard administration time is longer than

two hours.

Requesting Authorization to Administer State Assessments over Multiple

Days – Step II

Prior to the administration of the State assessment to which this accommodation

will be applied, the chief school officer (or their designee) must complete and submit an

Assurance of Multiple Day Administration of State Assessments form for each student in

the school whom the CSE/Section 504 Committee recommends for multiple day

administration on State assessments consistent with the student’s IEP or 504 plan during

the school year. The chief school officer (or their designee) must also certify in this

The term “State assessment”, as used throughout Appendix H, refers to all State assessments and

examinations at the elementary, intermediate, and secondary levels.

Appendix H

Assurance form that the school will comply with procedures governing the administration

of State assessments over multiple days.

All completed Assurance of Multiple Day Administration of State

Assessments forms must be e-mailed to the Office of State Assessment (OSA) at

MultipleDayTe[email protected] no later than the day before the administration of

the affected State assessment. Please include “Multiple Day Administration,” followed

by the school’s BEDS Code (e.g., Multiple Day Administration – 010002345678) in the

subject line. The chief school officer (or their designee) will receive a confirmation e-mail

that the form was submitted. If the school has e-mailed the Assurance form by the

deadline, the school may provide the multiple day testing accommodation to the named

students.

A copy of each completed Assurance form must be retained by the school for the

purposes of data collection and/or monitoring. This Assurance form for multiple day

administrations will apply to all subsequent State assessments for that student

administered in that school without the submission of additional Assurance forms to OSA.

If the student’s current school submitted an Assurance form for multiple day

administrations under the previous procedure, the school is not required to submit

additional Assurance forms to OSA either. However, if a student for whom a school was

authorized to administer State assessments over multiple days transfers to another

school, the student’s new school would need to submit an Assurance of Multiple Day

Administration of State Assessments form if the student is recommended for multiple day

testing in accordance with their IEP or 504 plan.

Additionally, schools must ensure that the Multiple Day Administration Security

Certificate for Chief School Officers (Or Their Designees) and the Multiple Day

Administration Security Certificate for Parents/Guardians are completed and signed by

the chief school officer (or their designee) and the student’s parent/guardian, respectively,

for each student receiving multiple day testing. These certificates must be completed for

each administration period in which the student is receiving this accommodation. (The

certificate that is ordinarily signed by the parent or guardian may instead be signed by the

student if the student is eighteen years of age or older.) The examination that was

completed on the second day will not be valid until the school has filed the two signed,

security certificates in the student’s education record. The signed security certificates

must be retained as part of the student’s cumulative education record after each test

administration period for the purposes of data collection and/or monitoring. Security

certificates are not submitted to OSA.

Procedures Relating to the Administration of State Assessments over

Multiple Days

The following are important considerations and procedures associated with

administration of State assessments over multiple days:

• Each secondary-level examination must begin on the date scheduled by the Office

of State Assessment for its general administration. At the elementary and

Appendix H

iii

intermediate levels, the assessment must begin on a day within the approved

testing window, as determined by NYSED, for the assessment of the same title for

all other students. In the event the student has more than one State assessment

scheduled on the same day, all State assessments must begin on that day.

• Students must receive the amount of extended time indicated in their IEP/504 plan

to complete the examination or section(s) administered during a given day.

• Just prior to beginning a multiple day administration of State assessments, the

school must separate the examination into clearly defined sections or parts.

NYSED does not define the size or contents of test sections for the purposes of

multiple day test administration. Decisions on how to separate tests for a student

receiving multiple day testing are made locally in accordance with the individual

needs of the student.

• Students may be given individual sections to complete one at a time and may be

permitted to start additional sections only if they are expected to complete all

of those sections on that day. This ensures that there will be no advance

knowledge of upcoming sections and content of the assessment not completed on

a single day.

• Students who do not complete a section of the test on the day it is started are not

permitted to complete that section on the following day. (Students may be given

a photocopy of previous sections they have completed, provided that these

sections are part of what is ordinarily completed by students in one session, so

that they have access to information in these sections, but no changes may be

made to student responses provided on any section started on an earlier day.

Additionally, any portion of the test that a student has not completed may not be

photocopied). If photocopied test sections were provided to the student as

described above, all photocopies must be attached to the student’s completed test

and submitted with all required testing materials.

• On subsequent examination days, the student will be given additional sections to

complete. These sections must be provided one at a time.

• In accordance with NYSED policy and Education Law, the principal is responsible

for the secure handling, storage, and administration of all State assessment

materials, including overnight storage. Policies governing these aspects of test

administration are provided in all elementary-, intermediate- and high school-level

School Administrator’s Manuals (http://www.nysed.gov/state-assessment/test-

manuals).

Appendix H

New York State Education Department

Assurance of Multiple Day Administration of State Assessments

INSTRUCTIONS

Use the following Assurance of Multiple Day Administration of State Assessments

form for each student in the school district who will receive multiple day administration of

State assessments consistent with the student’s IEP or 504 plan. Completed Assurance

of Multiple Day Administration of State Assessments forms must be e-mailed to the Office

of State Assessment (OSA) at MultipleDayTesting@nysed.gov no later than the day

before the administration of the affected State assessment. Please include “Multiple Day

Administration,” followed by the school’s BEDS Code (e.g., Multiple Day Administration –

010002345678) in the subject line. The chief school officer (or their designee) will receive

a confirmation e-mail that the form was submitted. If the school has e-mailed the

Assurance form by the deadline, the school may provide the multiple day testing

accommodation to the named students.

A copy of each completed Assurance form must be retained by the school for the

purposes of data collection and/or monitoring. This Assurance form for multiple day

administrations will apply to all subsequent State assessments for that student,

administered in that school, without the submission of additional Assurance forms to OSA.

If the student’s current school submitted an Assurance form for multiple day

administrations under the previous procedure, the school is not required to submit

additional Assurance forms to OSA either. However, if a student for whom a school was

authorized to administer State assessments over multiple days transfers to another

school, the student’s new school would need to submit an Assurance of Multiple Day

Administration of State Assessments form if the student is recommended for multiple day

testing in accordance with their IEP or 504 plan.

New York State Education Department

Assurance of Multiple Day Administration of State Assessments

School BEDS Code

School Name

School Street Address

School City

School Zip Code

Name of Chief School Officer (Or their Designee)

E-mail Address

Phone Number

Student’s First and Last Name Initials

(Schools must keep student’s full name on file.)

Last Five Digits of Student’s New York State

Student Identification System (NYSSIS) ID #

(Input last five digits only)

Assurance of Multiple Day Administration of State Assessments:

As the chief school officer (or their designee) of School,

I hereby certify that the information contained in this notification for the student identified

above is correct and make the following assurances:

• The Committee on Special Education (CSE) or Section 504 Committee

determined that, based on a student’s unique educational needs, the student

requires multiple day administration of State assessments and documented this

testing accommodation in the student’s current individualized education

program/Section 504 accommodation plan, and

• The school will comply with the procedures governing the administration of State

assessments over multiple days as detailed in Appendix H: Administering Tests

Over Multiple Days of the Office of Special Education’s Testing Accommodations

for Students with Disabilities: Policy and Tools to Guide Decision Making and

Implementation (https://www.nysed.gov/special-education/testing-

accommodations-students-disabilities-policy-and-tools-guide).

Signature

Type Name

Type Title

Date

Please e-mail the completed form to the Office of State Assessment at MultipleDayTes[email protected]ov.

Be sure to include “Multiple Day Administration” followed by the school’s BEDS Code

(e.g., Multiple Day Administration – 010002345678) in the subject line of the e-mail and

to retain the form in the school’s files.

New York State Education Department

Multiple Day Administration Security Certificate

for Chief School Officers (Or Their Designees)

I, , as the chief school officer (or their designee) of

School, do certify that was

not given access by me or any proctors to any of the questions on the following

assessments prior to the dates administered.

Multiple Day Administration of State Assessments:

Assessment(s)

Dates Administered

Signature

Type Name

Type Title

Date

his form must be retained as part of the student’s cumulative education record.

It is not e-mailed to the Office of State Assessment.

New York State Education Department

Multiple Day Administration Security Certificate

for Parents/Guardians

I, , as the parent/guardian of who

attends School, do certify that

was not given access by me to any of the questions on the following assessments prior

to the dates administered and was informed not to discuss any aspects of the test with

fellow students until testing was completed.

Multiple Day Administration of State Assessments:

Assessment(s)

Dates Administered

Parent/Guardian’s Signature*

Type Name

Date

* This form may instead be signed by the student if the student is eighteen years of age or older.

This form must be retained as part of the student’s cumulative education record.

It is not e-mailed to the Office of State Assessment.

Appendix I

Sample Student Accommodation Refusal Form

This form is optional and for local use, only. Do not submit to the New York State

Education Department. This form may be modified and duplicated for local use.

Directions: Complete this form in the event that a student refuses a testing accommodation(s)

during testing. This form may be retained and filed in accordance with local policy.

Student’s Name: ____________________________________________ Grade: ________

School Name: _____________________________________________________________

School District: ____________________________________________________________

Assessment: _____________________________ Date of Assessment: ______________

Teacher/Test Administrator: _________________________________________________

Accommodation(s) Refused:

__________________________________________________________________________

Reason for Refusal:

__________________________________________________________________________

Additional Comments:

__________________________________________________________________________

Signature of Teacher/Test Administrator: _______________________________________

Date: _____________

Appendix J

Allowable Testing Accommodations Across New York State’s Testing Programs

This chart was developed as a general reference tool on whether specific testing accommodations are permissible on NYS tests. Testing accommodations that are

allowed for use with students with disabilities on certain NYS tests are indicated with “Y” (YES); testing accommodations that are not allowed for use with students

with disabilities on certain NYS tests are indicated with “N” (NO). Numbers used in the chart reflect specific grade levels which apply to the accommodation indicated.

Please be advised that the list of testing accommodations included in this chart is not exhaustive. Additional information on the permissibility of specific testing

accommodations is included in the School Administrator’s Manual for each NYS test noted in the chart below. School Administrator’s Manuals

are available on the

Office of State Assessment’s webpage (http://www.nysed.gov/state-assessment/test-manuals).

Testing Accommodation

3-8 ELA

3-8 Math

4 & 8

Science

Regents

NYSAA

NYSESLAT

NYSITELL

Directions read more than standard number of times

Directions simplified

Key words in directions highlighted (student/adult)

Student highlights key words in questions

Adult highlights key words in questions

Present test in smaller segments/sections*

Tests read aloud (human reader)

Text-to-speech*

Student reads tests aloud to self

Student reads the “listening script” for listening passages

(for deaf/hard-of-hearing students who are not proficient

in sign language)

n/a

Use of reading “window”/guide to maintain place

Use of magnification device

Use of interactive whiteboard*

Change print color/color contrast on paper test*

Change print color/color contrast on computer-based tests

Enlarged print**

Reduce number of items per page

Braille**

Use of calculator

n/a

N (Grades 3-5),

N (Session 1,

Grade 6)

n/a

Use of mathematics tables

n/a

N (Grades 3-5),

N (Session 1,

Grade 6)

n/a

Use of number line

n/a

Abacus

n/a

Appendix J

Testing Accommodation

3-8 ELA

3-8 Math

4 & 8

Science

Regents

NYSAA

NYSESLAT

NYSITELL

Scribe

Speech-to-text

Record answers directly in test book

Word processor (typed responses)

Verbally record responses in recording device

Spell check device/software

Grammar check

Extra paper

Enlarged graph paper

Adapted keyboard

Adapted mouse

Switch interface

Touch screen

Keyboard access features (e.g., “sticky keys,” “filter keys”)

Word prediction software

Extended Time

Breaks

Administration of tests over multiple days†

Test sessions not to exceed a certain length of time

Separate location/setting (specify group, individual, and/or

additional requirements)

Redirection/refocusing

Specialized seating

Special lighting

* Requires the advance written permission of the Office of State Assessment to reformat the test to implement this testing accommodation.

** Braille and large-type test booklets are available for all assessments and exams and may be requested through the online examination request system.

† Requires that specific documentation is submitted to the Department. Please refer to Appendix H: Procedures for Multiple Day Administration of State Assessments.