Accommodations Guidelines

2024 PSSA and Keystone Exams

COMMONWEALTH OF PENNSYLVANIA

DEPARTMENT OF EDUCATION

333 Market Street

Harrisburg, PA 17126-0333

www.education.pa.gov

Commonwealth of Pennsylvania

Josh Shapiro, Governor

Department of Education

Dr. Khalid Mumin, Secretary

Office of Elementary and Secondary Education

Dr. Carrie Rowe, Deputy Secretary

Bureau of Curriculum, Assessment, and Instruction

Brian W. Campbell, Director

Division of Assessment and Accountability

Brian Truesdale, Chief

The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs,

activities, or employment practices, based on race, color, national origin, [sex] gender, sexual orientation,

disability, age, religion, ancestry, union membership, gender identity or expression, AIDS or HIV status, or

any other legally protected category. Announcement of this policy is in accordance with State Law

including the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII of

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

Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with

Disabilities Act of 1990.

The following persons have been designated to handle inquiries regarding the Pennsylvania Department

of Education’s nondiscrimination policies:

For Inquiries Concerning Nondiscrimination in Employment:

Pennsylvania Department of Education

Equal Employment Opportunity Representative

Bureau of Human Resources

Voice Telephone: (717) 783-5446

For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education

Programs and Activities:

Pennsylvania Department of Education

School Services Unit Director

333 Market Street, 5th Floor, Harrisburg, PA 17126-0333

Voice Telephone: (717) 783-3750, Fax: (717) 783-6802

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

Pennsylvania Department of Education

Bureau of Curriculum, Assessment, and Instruction

333 Market Street, 5th Floor, Harrisburg, PA 17126-0333

Voice: (717) 705-6359, Fax: (717) 234-4071

www.education.pa.gov

All Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802

iii

Introduction

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

appropriate accommodations for instruction and assessment. Refer to the Accommodations

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

Changes to the accommodations guidelines for the 2023-2024 school year are noted using

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

What’s New for 2023-2024

New/Updated Content

Page

Updated Tables: Tables were consolidated for easier reading.

pg. 18

Glucose/Medical Monitoring: A unique accommodations form is

now required for students who use smart devices for medical

monitoring during testing.

pg. 33

Read Aloud for Full ELA PSSA/Literature Keystone for Visual

Impairment ONLY: A full read aloud of the ELA PSSA and Literature

Keystone may be used for students who are visually impaired or blind

and unable or not yet able to read Braille. A unique accommodations

form is required.

pg. 45

Updates to Unique Accommodations Assurance Process: See

minor changes to streamline the process.

pg. 57

iv 
 
 
Table of Contents 
Introduction .................................................................................................................................................... iii 
What’s New for 2023-2024 ......................................................................................................................... iii 
Accommodations and Test Features ............................................................................................................... 1 
PART 1:  Expect Students with Disabilities to Achieve Grade-Level Academic Content Standards................. 2 
PART 2:  Accommodations for Instruction and Assessment ............................................................................ 7 
PART 3:  Select Accommodations for Instruction and Assessment for Individual Students .......................... 10 
PART 4:  Accommodations During Instruction and Assessment .................................................................... 13 
PART 5:  Evaluate and Improve Use of Accommodations ............................................................................. 16 
PART 6:  How to Use the Accommodation Tables (Updated for 2023) ......................................................... 18 
TABLE A ...................................................................................................................................................... 19 
TABLE B ...................................................................................................................................................... 22 
Appendix A:  Unique Accommodations Assurance Guidelines and Forms .................................................... 57 
Appendix B:  Supplemental Guidelines for Device Lockdown ....................................................................... 63 
Appendix C:  Confidentiality Agreement for Interpreters/Translators .......................................................... 64 
Appendix D:  Multiplication Chart ................................................................................................................. 65 
Appendix E:  Supplemental Tools .................................................................................................................. 66 
Contact Information ....................................................................................................................................... 75 
Acknowledgements........................................................................................................................................ 76 
 

Accommodations and Test Features

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

student may use the online highlighter at will.

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

Academic Content Standards

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

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

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

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

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

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

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

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

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

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

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

access.

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

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

are met:

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

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

learners.

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

instruction.

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

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

mathematics. To access the Pennsylvania Core Standards (PCS) go to Pennsylvania Core

Standards. New academic standards for Science, Technology & Engineering, Environmental

Literacy & Sustainability (STEELS) were adopted by the PA State Board of Education in January

2022. To access them, go to STEELS K-12 Standards.

Federal and State Laws Requiring Participation by Students with Disabilities

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

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

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

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

Every Student Succeeds Act

Guidance is available in electronic form on ED’s website at Every Student Succeeds Act

(ESSA).

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

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

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

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

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

10 through 12.

Criteria

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

cognitive disabilities, the same academic assessments must be used to measure the

achievement of all public elementary school and secondary school students in the State.

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

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

assessment aligned with the challenging State academic standards for the grade in

which the student is enrolled. Further, under § 200.6(a)(2)(ii), students with the most

significant cognitive disabilities may be assessed using either the general assessment

or an alternate assessment aligned with the challenging State academic content

standards for the grade in which the student is enrolled and with alternate academic

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

standards.

Inclusion of Students

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

accommodations, as determined by the relevant team articulated in § 200.6(b)(1)(i), (ii),

or (iii), so that the student with a disability can participate in the assessment and receive

the same benefits from the assessment that non-disabled students receive.

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

made individually by a student's IEP team, placement team, or other team the LEA

designates to make these decisions.

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

appropriate accommodations, such as interoperability with, and ability to use, assistive

technology, for children with disabilities (as defined in Individuals with Disabilities

Education Act, including students with the most significant cognitive disabilities, and

students with a disability who are provided accommodations under an Act other than the

Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), such as ADA

Amendments Act of 2008, necessary to measure the academic achievement of such

children relative to the challenging State academic standards or alternate academic.

Individuals with Disabilities Education Improvement Act of 2004

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

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

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

assessments. Specific IDEA requirements include the following:

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

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

The term “individualized education program” or “IEP” means a written statement for each

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

section and that includes . . . a statement of any individual modifications in the

administration of state or district-wide assessments of student achievement that are

needed in order for the child to participate in such assessment; and if the IEP Team

determines that the child will not participate in a particular state or district-wide

assessment of student achievement (or part of such an assessment), a statement of why

that assessment is not appropriate for the child; and how the child will be assessed [Sec.

614 (d) (1) (A) (V) and VI)].

Section 504 of the 1973 Rehabilitation Act

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

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

504 states the following:

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

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

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

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

conducted by any Executive agency.

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

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

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

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

the lists of accommodations that the student can utilize on assessments.

Including All Students with Disabilities in State Accountability Assessments

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

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

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

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

instruction and state assessments; and

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

significant cognitive disabilities.

Links to access Pennsylvania School Code:

22 PA Code

Pennsylvania Public School Code

Chapter 4

Chapter 4 -- Academic Standards and Assessment - Pennsylvania Code

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

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

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

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

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

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

part.

Chapter 14

Chapter 14 -- Special Education Services

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

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

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

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

be provided with quality special education services and programs. The purposes

of this chapter are to serve the following:

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

statutory requirements under the Individuals with Disabilities Education Act (20

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

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

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

independently in the community, including preparation for employment or higher

education.

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

participate in State and local assessments as established and described in

Chapter 4 (relating to academic standards and assessment).

Chapter 15

Chapter 15 -- Protected Handicapped Students

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

of Section 504

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

otherwise qualified handicapped students who have physical, mental or health

impairments from discrimination because of those impairments. The law and its

regulations require public educational agencies to ensure that these students

have equal opportunity to participate in the school program and extracurricular

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

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

students with the aids, services and accommodations that are designed to meet

the educational needs of protected handicapped students as adequately as the

needs of non-handicapped students are met. These aids, services and

accommodations may include, but are not limited to, special transportation,

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

needed medication.

Pennsylvania Accountability Plan

Future Ready PA Index

Pennsylvania ESSA State Plan

PART 2: Accommodations for Instruction and Assessment

What Are Accommodations?

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

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

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

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

not reduce expectations for learning.

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

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

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

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

accommodations during assessments.

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

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

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

for accommodations will decrease.

Description of Accommodations Categories

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

presentation, response, setting, and timing/scheduling:

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

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

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

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

assistive device or organizer.

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

the conditions of the assessment setting.

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

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

Who Is Involved in Accommodations Decisions?

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

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

LEA representative as well as others who are knowledgeable about the educational needs of

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

outside of the IEP Team.

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

ELD Services.

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

IEPs, 504 plans, and ELD Services.

Refer to: Tool 4: Parent Input in Accommodations

IEP Team Considerations for Instructional Accommodations

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

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

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

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

playing ﬁeld, the team should consider the following:

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

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

standards: Assignments and class tests.

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

Fidelity to accommodations and achievement standards noted in IEP.

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

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

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

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

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

curriculum.

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

Accommodations and Universal Design

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

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

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

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

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

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

development through the implementation of assessments.

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

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

design of the test itself.

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

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

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

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

Accommodations and Modifications

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

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

a student’s work are valid.

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

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

modifications include the following:

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

fewer pages or problems).

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

problems or items.

• using an accommodation that invalidates the intended construct.

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

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

options instead of four).

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

Providing modifications to students during classroom instruction and classroom assessments

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

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

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

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

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

PART 3: Select Accommodations for Instruction and Assessment for

Individual Students

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

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

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

assessments. Effective decision making about the provision of appropriate accommodations

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

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

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

state academic standards.

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

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

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

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

Document Accommodations on a Student’s IEP

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

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

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

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

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

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

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

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

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

which accommodations can be addressed:

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

and assistive technology supports are considered.

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

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

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

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

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

accommodations needed to facilitate the participation of students with disabilities in

general state- and district-wide assessments.

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

Document Accommodations on a Student’s 504 Plan

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

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

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

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

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

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

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

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

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

Chapter 15 Service Agreement: Chapter 15. Protected Handicapped Students

Document Accommodations in a non-IEP Student’s Record

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

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

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

the effectiveness of the accommodation and provides necessary documentation for state

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

should not be assumed that struggling readers need accommodations.

The Decision-Making Process

The decision-making process for state assessment accommodations should include

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

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

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

state tests).

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

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

perform those tasks).

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

consequence of decisions.

Figure 1. Considerations When Making Decisions for Assessment Accommodations

Student

specific

characteristics

What are the

characteristics of the student?

What accommodations does the

student regularly use in classroom

instruction and assessment?

Has the student indicated preference in

using the accommodation? What input have

teachers or parent/guardians had?

Does the student demonstrate facility

effectiveness in using the accommodation?

Classroom instruction and assessment tasks

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

designed to measure? Are there barriers for the student

in doing those tasks?

Are there accommodations already being used in

classroom assessment that match the accommodations

needed to remove those barriers on the state test? Are

there consequences for using the accommodation?

Are there accommodations that could be made

available to the student in the classroom that are not

available currently that would remove barriers to the

test?

State

accommodation

policy

Maintaining validity

of assessment

Is the accommodation allowed

for the test or portion of the test

noted as a barrier?

Are there consequences for

using the accommodation?

Review whether the accommodation

changes the target for the

assessment.

PART 4: Accommodations During Instruction and Assessment

Accommodations During Instruction

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

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

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

instructional teams must take care to ensure that students have opportunities to become familiar with the

technological aspects of the assessment process. In addition to taking the practice tutorial using the Insight

testing platform, it is also important for educators to provide opportunities for all students to use technology for

learning. This is especially important for meeting the PA Core Standards expectation for all students to

compose essays for the ELA PSSA tests. Also, constructed responses continue to be a part of the Keystone

and PSSA tests.

Online tools training platform: Online Tools Training Software Download

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

section:

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

formula sheets & conversion tables

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

with enough time using the practice tutorial and online tools to allow for optimal performance during the actual

test.

Accommodations During Assessment

Planning for Test Day

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

logistics of providing the actual accommodations during state and district assessments must be mapped out. It

is not uncommon for members of the IEP team, most often special education teachers, to be given the

responsibility for arranging, coordinating, and providing assessment accommodations for all students who may

need them. Thus, it is essential for all IEP team members to know and understand the requirements and

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

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

day.

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

will be using and how to administer them properly. For example, test administrators and proctors need to know

whether a student needs to test in a separate location so that plans can be made accordingly. Staff

administering accommodations, such as reading to a student or writing student responses, must adhere to

specific guidelines so that student scores are valid.

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

testing platform itself. Through a process of creating a student profile, an IEP team may work with the testing

coordinator to program the test to provide certain accommodations, such as color contrast and audio functions.

Providing these accommodations through the testing platform can guarantee that the provision of

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

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

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

removed from testing devices each day.

Refer to:

Tool 5: Accommodations Use in the Classroom

Tool 6: After Test Accommodations Questions

Tool 7: Assessment Accommodations Plan

Administering Assessments and Accommodations

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

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

adhere to these policies and must be certified through the Pennsylvania State Test Administration Training

(PSTAT). Test administrators who are required to provide a read-aloud or scribing accommodation for a

student(s) must follow the Read-Aloud and Scribing Guidelines for Operational Assessments.

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

administrators and others involved in assessments must

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

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

• administer standardized assessments according to prescribed procedures and conditions and notify

appropriate persons if any nonstandard or delimiting conditions occur;

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

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

assessment to persons with disabilities or special needs; and

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

misrepresent their actual levels of attainment.

Failure to adhere to these practices may constitute a test irregularity or a breach of test security and must be

reported and investigated according to state and local testing policies.

Ethical Testing Practices

Ethical testing practices must be maintained during the administration of a test. Unethical testing practices

relate to inappropriate interactions between test administrators and students taking the test. Unethical

practices include, but are not limited to, allowing a student to answer fewer questions, changing the content by

paraphrasing, or offering additional information, coaching students during testing, editing student responses, or

giving clues in any way.

PDE recommends the presence of a test proctor in addition to the test administrator in the testing room when

the teacher of record administers the test.

15 
 
Standardization 
 
Standardization refers to adherence to uniform administration procedures and conditions during an 
assessment. Standardization is an essential feature of educational assessments and is necessary to produce 
comparable information about student learning. Strict adherence to guidelines detailing instructions and 
procedures for the administration of accommodations is necessary to ensure test results reflect actual student 
learning. Test administrators who are required to provide a read-aloud and/or scribing accommodation for a 
student(s) must follow the Read-Aloud and Scribing Guidelines for Operational Assessments. The 
Accommodations Tables and Tool 2: Guidelines for Using Accommodations provide guidance for the standard 
administration of allowable accommodations for the Keystone and PSSA tests. 
 
Test Security 
 
Test security involves maintaining the confidentiality of test questions and answers; it is critical in ensuring the 
integrity and validity of a test.  Scribe/Interpreter must sign Test Security Certification form (located in the 
Handbook for Assessment Coordinators). 
In a paper-and-pencil test, test security can become an issue when accessible test formats are used (e.g., 
Braille, enlarged print) or when someone other than the student is allowed to see the test (e.g., interpreter, 
reader, scribe). To ensure test security and confidentiality, test administrators must keep testing materials in a 
secure place during testing sessions to prevent unauthorized access, keep all test content confidential and 
refrain from sharing information or revealing test content with anyone, securely destroy all student original work 
(including scratch paper); and return all materials as instructed. Test administrators who are required to 
provide a read-aloud and/or scribing accommodation for a student(s) must follow the Read-Aloud and Scribing 
Guidelines for Operational Assessments. 
Some of the same considerations for test security apply when students are taking the online test. For example, 
school and district personnel must ensure that only authorized persons have access to the test and that test 
materials are kept confidential. In addition, it is important to guarantee that students are seated in such a 
manner that they cannot see each other’s workstations, that students are not able to access any additional 
programs or the internet while they are taking the assessment, and that students are not able to access any 
saved data or computer shortcuts while taking the test. Online testing is meant to enhance student 
independence. Test administrators may not interact with the test material. Test administrators who are required 
to provide a read-aloud or scribing accommodation for a student(s) must follow the Read-Aloud and Scribing 
Guidelines for Operational Assessments. 
 
 
Refer to Tool 1: Guidelines for Selecting Accommodations and Tool 2: Guidelines for Using Accommodations 
for additional considerations. 

PART 5: Evaluate and Improve Use of Accommodations

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

both instruction and assessment. Collecting and analyzing data on the use and effectiveness of

accommodations are necessary to ensure the meaningful participation of students with disabilities in state- and

district-wide assessments. Data on the use and impact of accommodations during assessments may reveal

questionable patterns of accommodations use, as well as support the continued use of some accommodations

or the rethinking of others.

What Information Should Be Collected?

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

the accommodations are programmed into the system. However, just because information can be collected

does not automatically indicate that it is meaningful. Some test features are available to all online test takers,

such as the online tools. Other available options for the online test must be pre-programmed and are

considered accommodations, such as the audio engine and the color contrast function.

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

booklet with other student information.

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

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

that test security practices are followed before, during, and after the day of the test?

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

provision of accommodations?

3. Are students receiving accommodations as documented in their IEPs, 504 plans, and/or ELD plans?

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

implementation of accommodations?

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

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

7. How well do students who receive accommodations perform on state and local assessments? If

students are not meeting the expected level of performance, is it due to the students not having had

access to the necessary instruction, not receiving the accommodation, or using accommodations that

were not effective?

Questions to Guide Evaluation at the Student Level

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

or district levels:

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

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

versus when accommodations are not used? If a student did not meet the expected level of

performance, is it due to not having access to the necessary instruction, not receiving the

accommodations, choosing not to use the accommodation, or using accommodations that were

ineffective? Or was there another reason?

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

4. What combinations of accommodations seem to be effective?

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

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

working?

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

entire IEP team should contribute to the information gathering and decision-making processes.

Postsecondary Implications

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

plan for their transition to postsecondary settings, it is important for IEP teams to have documented the

student’s use of accommodations so that the student can continue to use them as needed in college and

career settings. Colleges and universities may allow fewer accommodations than were available in K–12

settings, so it is important for students to document their need to use accommodations. This may also be true

for students who transition into vocational and other workplace settings.

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

Plan for strategies for evaluating use of accommodations.

PART 6: How to Use the Accommodation Tables (Updated for 2023)

Please note – the formatting of the accommodations tables has changed for the 2023-2024 school year to

make them easier to read and navigate. Please use the tables below.

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

features and implementation of each accommodation type. Some accommodations are only allowable for

certain students on certain parts of the test, e.g., a word-to-word bilingual dictionary is allowed only for EL

students on the Math, Algebra, Biology and Science tests. A word-to-word dictionary is NOT allowed for the

ELA or Literature test(s). Check both tables for each accommodation.

Table A: First, read Table A to determine if the accommodation is available for non-IEP, IEP/504 and/or

EL students, if it is available for the paper/pencil and/or online version of the test and how it is imbedded in

the online test, and if it is a unique accommodation. Table A is intended to be a quick guide to available

accommodations, who can use them, and in which format.

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

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

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

definitions and intended use, directions for use, documentation of use, and links to related accommodations.

For easy access, Table A headings link to Table B headings.

TABLE A

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and

Pencil

Test

Available

for Online

Test

Provided by

Online

System

Unique

(requires

Assurance

to PDE)

Amplification Device

Volume

Control Only

Audio

Augmentative or Alternative Communication

(AAC)

Braille, Refreshable Braille, Brailler,

Note Taker

Presentation

Only

Broken Arm/Injury

Keyboarding

4-8 ELA

Scribing ONLY

Calculators (Adaptive)

For calculator

apps on

devices ONLY

Changed Test Schedule

Color Chooser/Contrast; Color Overlay for

Color Blindness or Visual Disability

Computer Assistive Technology

Concussion

If used with

other Unique

Accommodation

Cueing System for On Task Behavior

Delayed Auditory Feedback (DAF) /

Pitch-shifting Frequency-altered

Auditory Feedback (FAF)

De-spiral Test Booklets

Dictionary

Table A (cont.)

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and Pencil

Test

Available for

Online Test

Provided by

Online

System

Unique

(requires

Assurance to

PDE)

Educational Sign Language Interpreter

Enlarged Print

Test expands

to size of

screen

Extended Time

Frequent Breaks

Glucose Monitor/Medical Device

Hospital/Home

Interpret/translate Test Directions

VSL Only

Interpret/translate Test Items for Math,

Science, Algebra I and/or Biology tests

Interpret/translate Text Dependent Analysis

prompt

Keyboarding, Typing

Magnification

Manipulatives

Mixed-Mode Response

Monitor Test Response

Noise Canceling Headphones

One-on-One

Pointing by Student to Answer Choice

Read Aloud Test Directions

Read Aloud Some Allowable Items at

Student Request

Table A (cont.)

Accommodation/Identified Need

Allowable for

IEP/504 and

Documented

Need

Allowable

for IEP/504

only

Allowable as a

Stand-Alone

Accommodation

for English

Learners

Available

for Paper

and Pencil

Test

Available for

Online Test

Provided by

Online

System

Unique

(requires

Assurance to

PDE)

Read Aloud All Allowable Items

Read Aloud ELA Test for Visually Impaired

Students who are not able to use Braille

ONLY

Read Aloud to Self (Student)

Responding in Test Booklet

Scribing

4-8 ELA only

Separate Setting

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

Spanish Version

Test Administrators, Proctors, PCAs, TSS

Transcribe

Unique Accommodations

Video Sign Language

Visual/Graphic Aids

Voice-to-text

TABLE B

Accommodation Definitions and Procedures

(Alphabetical Order – see Table A)

Amplification Device

Presentation

e.g., hearing aid, personal sound amplifier, classroom sound field FM system. For online testing with audio, students can control the volume.

LEA must ensure that the use of the system does not interfere with other test takers. A 1:1 setting should be used if necessary.

Select “Amplification device” as a Presentation Accommodation.

Audio

Presentation

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

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

the Text Dependent Analysis prompt. Audio is available in English only. The online test engine provides the following audio description of

graphics:

• Titles are read.

• Markings on graph axis are read.

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

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

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

Audio requires the use of headphones and/or one-on-one setting to eliminate distraction to others. The student may press the start and stop

buttons as needed.

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

If using a human reader, see Read-Aloud All Allowable Items or Read Aloud Some Allowable Items.

Augmentative or Alternative Communication (AAC)

Response

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

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

An assurance submission to PDE is required if an iPad (or similar device) is being used as an AAC device. See Unique Accommodation Assurance. If

the AAC is able to access to the internet, the device must be securely configured in the Guided Access or Chrome Kiosk testing environment. See

Supplemental Guidelines for Device Lock-Down. Devices may not be connected to the internet during testing. The online system is not interoperable

with AAC devices.

Select “Augmentative communication device” as a Response Accommodation.

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

See also Transcribe.

Appendix A:

UNIQUE ACCOMMODATION ASSURANCE SUBMISSION PROCESS

(UPDATED 2023)

To determine if an accommodation is a unique accommodation, see the last column of

Table A. To use any unique accommodation, an LEA must submit the PSSA/KEYSTONE

EXAM UNIQUE ACCOMMODATION ASSURANCE to PDE no less than 6 weeks in advance

of the testing window.

1. Complete the Unique Accommodation Assurance form below.

2. Submit the responses to PDE via the link provided within the form. Note: the electronic

submission via this link serves as the official submission to PDE. New for 2024: The

submitter will receive the Survey Monkey responses to keep for records, which can be used

for documentation instead of completing the form below. The submitter will receive

responses within 3 business days of submission.

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

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

accommodation, a PDE/BSE representative will contact the individual listed as the contact on

the submission.

4. Schools MUST keep a copy of the completed assurance form and required signatures on file

at the LEA.

5. Before testing, the school administrator and test administrator should read and sign the

Unique Accommodation Confidentiality Agreement for each student receiving a unique

accommodation. These should be kept with the completed Unique Accommodation

Assurance Form.

NOTE: Requests to use a unique accommodation are no longer emailed to PDE. Please follow the

steps outlined above for all unique accommodations. A new RA account has been set up for

questions regarding unique accommodations: RA-EDUNIQUEACCOM@pa.gov.

2024 KEYSTONE/PSSA

UNIQUE ACCOMMODATION ASSURANCE

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

tests. Per the Accommodations Guidelines, this accommodation is intended for those students with a disability

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

the hard copy test booklet or embedded accessibility features of the online assessment.

Members of the Bureau of Curriculum, Assessment, and Instruction and the Bureau of Special Education have

updated the process for unique accommodations requests starting with the 2022-23 school year.

Schools are no longer required to email a ‘request’ form to the RA Account. Rather, if a student requires

a unique accommodation as outlined in the Accommodations Guidelines, the school must provide responses to

the questions below to PDE via this survey link: https://www.surveymonkey.com/r/Unique-Acc-23-24 New for

2024: The submitter will receive the Survey Monkey responses to keep for records, which can be used for

documentation instead of completing the form below. The submitter will receive responses within 3 business

days of submission.

The LEA or Service Provider must provide assurance that the unique accommodation will be carried out

according to the parameters outlined in the Accommodations Guidelines to ensure test administration fidelity

and security are maintained. The assurance is provided via an online platform and responses must be

submitted to PDE no later than 6 WEEKS prior to the start of the testing window to allow for PDE/BSE review.

Exceptions to the timeline will be made for scribing requests due to student injury.

Documentation of this submission and required signatures must be maintained by the LEA and may be subject

to additional review by PDE/BSE.

Note: This submission is only required for ‘unique’ accommodations as outlined in Table A of the

Accommodations Guidelines. The LEA will only receive a response from PDE if additional information is

required.

District/Charter School/Service Provider Name: __________________________________________________________

School Name: ______________________________________________________________________________________

Student PA Secure ID: _______________________________________________________________________________

Student Grade: _____________________________________________________________________________________

Name/Title of Person Completing Request: ______________________________________________________________

Phone Number: ____________________________________________________________________________________

Email Address:_____________________________________________________________________________________

1.Does the student receive special education services through an IEP? ☐yes ☐no

2.Does the student receive services through a Section 504 Plan? ☐yes ☐no

3.Does the student receive this accommodation regularly in classroom instruction? ☐yes ☐no

4.Is this accommodation documented in Section IV of the student’s IEP or 504 Plan? ☐yes ☐no

(If no, please explain: ________________________________________________________________________________

(If yes – the accommodation must be documented in the 504 Plan or in section IV of the IEP and reflected in other areas

of the IEP such as the present educational levels and specially designed instruction. Documentation may be requested

by PDE/BSE to ensure the accommodation is documented appropriately.

This accommodation is needed for the following test(s):

☐PSSA ELA

☐PSSA Mathematics

☐PSSA Science

☐Keystone Algebra I

☐Keystone Literature

☐Keystone Biology

The assessment format will be:

☐Paper/pencil ☐Online ☐Mixed Mode

The unique accommodation needed for the student is:

☐AAC (Augmentative or Alternative Communication) device

☐Calculator apps on devices (e.g., iPad calculator)

☐CAT (Computer Assistive Technology)

☐DAF/FAF – Delayed Auditory Feedback/Pitch Shifting Frequency/Altered Auditory Feedback

☐Read-Aloud of full ELA PSSA/Literature Keystone for recent visual impairment where student is not yet able to use

Braille ONLY. (Read-aloud of TDA and Standards of Conventional English items, and Read-aloud of the full science and

math PSSAs, Algebra I and Biology Keystones do NOT require a Unique Accommodation Assurance.)

o By checking this box, the LEA assures the following: This accommodation is only used for students with

a recent visual impairment who are not yet able to use Braille. A read-aloud of the ELA/Literature test

for any other purpose may violate the construct of the test. Accommodations Guidelines – pg. 45. All

LEA/school scribes must follow the Pennsylvania Read-aloud and Scribing Guidelines for Operational

Assessments (pa.gov)

☐Voice to Text/ Voice recognition software/device (e.g., Co-Writer, Google Read and Write, built-in dictation on an iPad

or Chromebook)

o By checking this box, the LEA assures guidelines for Voice-to-text accommodations will be followed.

Accommodations Guidelines for PSSA and Keystones (pa.gov)- pg. 56

☐Human Scribe (A Unique Accommodations Assurance is needed for the TDA Responses for Grade 4-8 ELA PSSA ONLY.)

o By checking this box, the LEA assures the following: Scribe must sign Test Security Certification form

(located in the Handbook for Assessment Coordinators). All LEA/school scribes must follow the

Pennsylvania Read-aloud and Scribing Guidelines for Operational Assessments (pa.gov)

☐Glucose/Medical Monitoring with Smartphone/Smartwatch

o By checking this box, the LEA assures the following: All guidelines in the Accommodations Guidelines for

retaining a smartphone for medical monitoring will be followed. Accommodations Guidelines – pg. 46

☐Other Accommodation not outlined above: (explain): ____________________________________________________

Answer the following questions for all unique accommodations selected above for this student:

Describe the procedures to implement this accommodation:

__________________________________________________________________________________________________

What considerations will be made for the implementation of this accommodation (e.g., extra staff needed to implement,

technology needs, testing in a separate room)?

__________________________________________________________________________________________________

Will a laptop, iPad, or separate device be used for this accommodation?

☐yes ☐no

If yes, how will the computer/software/device be ‘locked down’ to comply with test security measures? (Please see the

Supplemental Guidelines for Device Lockdown on page 63 of the Accommodations Guidelines for PSSA and Keystones

(pa.gov)

☐ iPad in Guided Access Mode

☐Chromebook in Kiosk Mode

☐ Other (explain):____________________________________________________________________________

By submitting this form to the PDE, the LEA provides the following assurances:

o This one-time exception applies only to the above referenced student.

o This accommodation is documented in the student’s IEP/504 Plan.

o The IEP/504 team has met and has considered all standard (allowable) accommodations prior to proposing this

unique accommodation.

o Parent(s)/guardian(s) and student were provided an opportunity to participate in the decision-making process

for this accommodation.

o The proposed accommodation is used for routine class instruction and assessment.

o Test administrator must monitor all test sessions.

o This exception is based on the student’s inability to produce a written response by any other means.

o The use of this accommodation will not change the construct of what is being measured on the test.

If a device is being used:

o NO internet, grammar, punctuation, spell-check, dictionary, thesaurus, content-specific word prediction lists,

apps or formulas may be turned on or used for the student responses.

o The camera, email, text-to-speech, references, formulas, other calculating functions, iCloud, Google Drive,

synchronization and connection to other devices, internet functions, and all help functions must be disabled on

the device.

o The test administrator deletes all files from the device that will give student access to any assistance in

answering the PSSA and/or Keystone test items. This includes all formulas, problem solving steps, algebraic

principles, examples, models, and any other material, files, links, or other sites that may assist the student in

choosing the correct answer.

o The text-to-speech feature must be disabled.

o The test administrator may not “correct” the electronic response due to an incorrect term or word choice by the

student or software program.

o The test administrator may not interfere with the student’s response in any way.

o When the student is finished with the exam and exits the managed guest session, the session is wiped from the

device.

o Therefore, NO printed or electronic copy/version of the PSSA and/or Keystone test documents may be saved,

forwarded, emailed, or otherwise kept or distributed by or to any person whatsoever.

o All electronic or printed copies of student responses must be completely deleted and/or destroyed by the

assessment coordinator.

o At completion of each test, the entire PSSA and/or Keystone exam must be completely removed from the

computer’s hardware and/or other data storage device by the assessment coordinator.

o Accurate documentation of this accommodation must be kept in the student’s file.

District Assessment Coordinator/School Assessment Coordinator and Special Education Coordinator must sign the

Unique Accommodation Confidentiality Agreement located in the Accommodations Guidelines. The signed agreement

must be kept on file at the LEA with this form.

District Test Coordinator: ____________________________________________________________________________

School Assessment Coordinator: _______________________________________________________________________

Special Education Coordinator: ________________________________________________________________________

Unique Accommodation Confidentiality Agreement

Test security and student confidentiality are of the utmost importance to the Pennsylvania Department of Education,

and it is the Department’s obligation to protect information about tests and students in the assessment process. Such

information includes performance tasks, multiple-choice items, scoring rubrics, and student responses used in the

Pennsylvania System of School Assessment. The nature and quality of an individual student’s performance must not

be released.

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

procedure restrictions outlined in this document [group work, teacher coaching (e.g., paraphrasing, explaining, giving

suggestions about test items), pre-teaching or pre-release of the performance tasks or assessment items, use of old

Pennsylvania assessments as preparation tools, etc.] is strictly prohibited and will be considered a violation of test

security. Any action by a professional employee or commissioned officer that is willfully designed to divulge test

questions, falsify student scores or compromise the integrity of the state assessment system will be subject to

disciplinary action under sections 2070.1a – 2070.18a of the School Laws (24 P.S. Sections 2070.1a – 2070.18a).

All items and students’ responses must be handled in a professional and confidential manner. By signing this

agreement on your own behalf and on behalf of the school district, you acknowledge that you have read and

understand this Confidentiality Agreement and agree to abide by these requirements.

The school is required to have the Principal and Test Administrator sign this confidentiality agreement for all unique

accommodations. The signatures must be kept on file with each request and available for review by PDE/BSE if

requested.

Legal First Name (print)

Legal Last Name (print)

Title/Address/Telephone

Signature

Date

________________________________________

Student’s PA Secure ID

Appendix B:

Supplemental Guidelines for Device Lock-Down

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

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

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

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

determine if there are processes in place for restricting outside access within approved student

devices. Note: School staff should document the steps used to lock-down the device so that it’s

available for explanation/demonstration should PDE require additional details.

For additional questions, contact PDE at RA-EDUNIQUEACCOM@pa.gov.

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

while taking the assessment.

Option A: Placing an iPad in Guided Access

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

2. Turn on Guided Access

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

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

5. Open the app.

6. Triple-click the Home button.

7. Tap Start

Option B: Turning on Kiosk Mode on a Chromebook

1. Sign into the Admin console

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

3. Click on Manage Kiosk Applications

4. Select the kiosk app you want to use.

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

select the app.

Appendix C:

Confidentiality Agreement for Language Interpreters/Sight Translators and

Educational Sign Language Interpreters

Test security and student confidentiality are of the utmost importance to the Pennsylvania Department of

Education, and it is the Department’s obligation to protect information about tests and students in the

assessment process. Such information includes performance tasks, multiple-choice items, scoring rubrics, and

student responses used in the Pennsylvania System of School Assessment and Keystone Assessments. The

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

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

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

reviewed in a secure location supervised by the principal or test coordinator. Materials may not be removed from

the secure location. Filing or retaining any notes beyond the testing window or making copies of any kind is

strictly prohibited.

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

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

paraphrasing, explaining, giving suggestions about test items), pre-teaching or pre-release of the performance

tasks or assessment items, use of old Pennsylvania assessments as preparation tools, etc.] is strictly prohibited

and will be considered a violation of test security. Any action by a professional employee or commissioned

officer that is willfully designed to divulge test questions, falsify student scores, or compromise the integrity of

the state assessment system will be subject to disciplinary action under sections 1259-1267 of the School Code

(24 P.S. Sections 12-1259-12-1267).

We are certain that you share our concern that all items and students’ responses be handled in a

professional and confidential manner. By signing this agreement, you acknowledge that you have read and

understand this Confidentiality Agreement and agree to abide by these requirements.

Legal First Name (print) MI Legal Last Name (print)

Title Address

Telephone

Signature

Date

Signature (principal or test coordinator)

Date

Appendix D:

PSSA/Keystone Multiplication Table

108

100

110

120

110

121

132

108

120

132

144

Appendix E:

SUPPLEMENTAL TOOLS AND RESOURCES

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

accommodations for students.

Tool 1: Guidelines for Selecting Accommodations

Do…

Don’t…

Do … make accommodations decisions based on

individualized needs.

Don’t … make accommodations decisions based on

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

preferential seating).

Do … select accommodations that reduce the effect

of the disability to access instruction and

demonstrate learning.

Don’t … select accommodations that are unrelated

to documented student learning needs or are

intended to give students an unfair advantage.

Do … be certain to document instructional and

assessment accommodations on the IEP, 504 Plan,

ELD Plan, or student record.

Don’t … use an accommodation that has not been

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

student record.

Do … be familiar with the types of accommodations

that can be used as both instructional and

assessment accommodations.

Don’t … assume that all instructional

accommodations are appropriate for use on all

assessments.

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

how of providing accommodations.

Don’t … simply indicate an accommodation will be

provided “as appropriate” or “as needed.”

Do … refer to state accommodations policies and

understand implications of selections.

Don’t … check every accommodation possible on a

checklist simply to be safe.

Do … evaluate accommodations used by the

student.

Don’t … assume the same accommodations remain

appropriate year after year.

Do … get input about accommodations from

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

decisions at IEP, 504, EL, or instructional team

planning meetings.

Don’t … make decisions about instructional and

assessment accommodations alone.

Do … provide accommodations for assessments

routinely used for classroom instruction.

Don’t … provide an assessment accommodation for

the first time on the day of a test.

Do … select accommodations based on specific

individual needs in each content area.

Don’t … assume certain accommodations, such as

extra time, are appropriate for every student in every

content area.

Tool 2: Guidelines for Using Accommodations

Do…

Don’t…

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

aloud of all math, science, PSSA ELA Conventions

of Standard English multiple-choice test items.

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

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

extended time, distractibility, changed test schedule,

to replicate instructional setting.

Don’t … read aloud any part of the PSSA ELA or

Literature Keystone Exam (see exception for PSSA

ELA Conventions of Standard English multiple-

choice questions and ELA Text Dependent Analysis

Prompt, and exception for Visually Impaired students

who are not yet proficient in Braille.).

Do … enable students to be independent learners

and test takers.

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

stickers or highlighters, posters, signs, student work,

problem solving steps, scientific charts, grammar

rules, reading strategies, or any other action or

device to lead a student to a correct answer or away

from a wrong answer.

Do … ensure students have had sufficient practice

with the online system tutorial.

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

effective for all struggling readers.

Do … allow students to continue testing as long as

they are working productively.

Don’t … provide feedback, answer student

questions about, or explain test items.

Do … allow only student created graphic organizers.

Don’t … allow calculation devices for the non-

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

3 test.

Do… allow student to review and edit what the

scribe has written.

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

in a dictated response.

Do … provide testing for a student who may be

hospitalized or homebound as long as the student is

receiving educational services.

Don’t … allow students to discuss test items during

breaks.

Do … complete an assurance form for a unique

accommodation and submit it to PDE.

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

etc., during a session.

Do … contact PDE for guidance regarding special

circumstances such as death in the family, serious

illness, or medical condition.

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

separate day.

Tool 3: Accommodations from the Student’s Perspective

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

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

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

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

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

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

2. Explain what you do well in this class.

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

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

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

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

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

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

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

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

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

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

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

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

might be helpful for you.

Class List

Classes

Accommodations

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

Dissemination Center for Children with Disabilities

(http://nichcy.org/pubs/stuguide/st1book.htm). Retrieved July 28, 2005.

Tool 4: Parent Input in Accommodations

Questions Parents Should Ask About Accommodations in Instruction and Assessments

About Instruction

o Is my child expected to reach regular or

alternate achievement standards? Does this

affect what types of accommodations are

available to my child in instruction or on

assessments?

o What accommodations does my child

need to access and reach academic

standards?

o Are there accommodations that could be

allowed in instruction that are not currently

being provided?

o Are there accommodations being used at

home that could be used in instruction to help

my child access and learn content or help in

performing certain academic tasks?

o How can my child and I advocate to receive

accommodations not yet provided in instruction?

o Are the accommodations my child is receiving

in instruction meant to be a temporary

support? If yes, what is the plan to help

determine when to phase out or discontinue

the use of a certain accommodation?

About Assessment

o How are the staff members who work

with my child providing accommodations

(regular, special education, or other

staff)?

o How are the staff members who work with

my child providing accommodations

(across regular, special education, or

other staff)?

o What are the tests my child needs to

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

regular or alternate academic

standards), and for what purpose is each

given?

o Are the accommodations allowed on

state tests also provided for district

tests?

o Can my child participate in part of

an assessment with or without

accommodations?

o If my child is not taking the general

assessment, is it because the test is

“too hard” or because the

accommodation needed is not allowed

on the assessment?

o Are there consequences for allowing

certain changes to how my child

participates in a test? How will my child’s

test scores count?

o Do consequences of accommodations

vary by type of test?

Questions for Instruction and Assessment

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

accommodations being provided?

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

be provided?

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

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

prepared to work without the accommodation before the test?

List other questions here.

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

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

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

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

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

Tool 5: Accommodations Use in the Classroom

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

making on assessment accommodations.

Student: Date:

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

questions in the chart.

Accommodation

1. Is it noted in

student’s IEP?

2. For what

task(s) is it used

(e.g., task type*

or content/

standard)?

3. Does the

student use it

for that task

every time?

Note how often.

4. Is the need

for it fixed or

changing?

5. Does the

student use it

alone or with

assistance (e.g.,

para-

professional,

peers)?

6. Notes (e.g.,

does one

accommodation

seem more

effective used

with another on

a task?).

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

assessed, etc.

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

Tool 6: After-Test Accommodations Questions

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

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

was administered or in using the accommodation during the assessment.

Student: Date:

Test Taken

Accommodation Provided

Was the

accommodation

used?

Was the

accommodation

useful?

Were there any

difficulties with the

accommodation?

Are adjustments

needed?

Should the

accommodation be

used again?

Yes / No

Student signature:

Assistant signature (if applicable):

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

Tool 7: Assessment Accommodations Plan

Student Information

Name:

Date of Assessment:

Name of Assessment:

Case Information

Special Education Teacher:

School Year:

Building/School:

General Education Teacher:

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

Accommodation/Date

Accommodation

Date

Comments:

Person responsible for arranging accommodations and due date:

Person Responsible/Due Date

Person Responsible

Due Date

Comments:

Room assignment for assessment:

Planners for this process (signatures):

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

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

Disabilities

Contact Information

For Testing Accommodations Questions

Pennsylvania Department of Education

RA-EDUNIQUEAC[email protected]

Data Recognition Corp. (DRC)

Customer Service

1-800-451-7849

PaTTAN – Harrisburg

6340 Flank Drive

Harrisburg, PA 17112

(717) 541-4960

(800) 360-7282 in PA only

PaTTAN – East

333 Technology Drive

Malvern, PA

(610) 265-7321

(800) 441-3215 in PA only

PaTTAN – Pittsburgh 3190

William Pitt Way

Pittsburgh, PA 15238

(412) 826-2336

(800) 446-5607 in PA only

Pennsylvania Department of Education

Bureau of Curriculum, Assessment, and Instruction

333 Market Street

Harrisburg, PA 17126

717-346-9399

Pennsylvania Department of Education

Bureau of Special Education

333 Market Street

Harrisburg, PA 17126

717-783-6913

Acknowledgements

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

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

Edition developed in collaboration with members of the Professional Development and

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

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

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

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

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

Special Education of the Pennsylvania Department of Education in 2013.

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

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

Educational Measurement. Washington, DC: Author.

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

201207

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

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

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

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

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