NJSLA ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL

New Jersey Student Learning Assessment (NJSLA)

Accessibility Features and

Accommodations Manual

Guidance for Districts and Decision-Making Teams to Ensure that NJSLA

Summative Assessments Produce Valid Results for All Students

NINTH EDITION

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

NJSLA Accessibility Features and Accommodations Manual:

Guidance for Districts and Decision-Making Teams to Ensure that NJSLA Summative Assessments

Produce Valid Results for All Students

Ninth Edition ( Spring 2021)

Available online at:

nj.mypearsonsupport.com.

NJSLA
 
 
 
 
Table of Contents 
Section 1: NJSLA Accessibility System and Accessibility Features for All 
Students Taking the New Jersey Assessments ................................................ 1 
Table 1: Accessibility Features for All Students ............................................................................. 4 
Table 2: Administrative Considerations for All Students ............................................................. 10 
Section 2: Accommodations for Students with Disabilities and 
English Language Learners ........................................................................... 12 
Table 3: Presentation Accommodations for Students with Disabilities ....................................... 14 
Table 4: Response Accommodations for Students with Disabilities ............................................ 24 
Table 5: Timing and Scheduling Accommodation for Students with Disabilities ......................... 33 
Table 6: Guidance on Selection of Accommodations for English Language Learners .................. 34 
Table 7: Accommodations for English Language Learners ........................................................... 35 
Appendix A: Accessibility Features and Accommodations for Students Taking the 
Paper-Based NJSLA .......................................................................................................... 43 
Table A1: Accessibility Features for All Students Taking Paper-Based Assessments ................... 43 
Table A2: Administrative Considerations for All Students Taking Paper-Based 
Assessments, at School’s Discretion ............................................................................................ 48 
Table A3: Presentation Accommodations for Students with Disabilities Taking 
Paper-Based Assessments ........................................................................................................... 50 
Table A4: Response Accommodations for Students with Disabilities Taking 
Paper-Based Assessments ........................................................................................................... 58 
Table A5: Timing & Scheduling Accommodation for Students with Disabilities 
Taking Paper-Based Assessment ................................................................................................. 70 
Table A6: Guidance on Selection of Accommodations for English Language Learners 
on the NJSLA ................................................................................................................................ 71 
Table A7: Accommodations for English Language Learners Taking the 
Paper-Based Assessments ........................................................................................................... 72 
Appendix B: Test Administration Protocol for the Human Reader Accommodation for 
English Language Arts (ELA) Assessments, and the Human Reader Accessibility 
Feature for Mathematics/Science Assessments .............................................................. 79 
Appendix C: Protocol for the Use of the Scribe Accommodation and for Transcribing 
Student Responses .......................................................................................................... 81 
Appendix D: Text-to-Speech, ASL Video, or Human Reader/Human Signer 
Guidance for English Language Arts (ELA) Assessments .................................................. 86 
Appendix E: Guidance for Selecting and Administering the Extended 
Time Accommodation ..................................................................................................... 89 
Appendix F: Use of an Emergency Accommodation on the NJSLA ........................................ 90 
Appendix G: Unique Accommodation Request Form ............................................................ 91 
Appendix H: Student Accommodation Refusal Form ............................................................. 93 
Appendix I: Human Signer Guidelines ................................................................................. 185 
Appendix J: NJSLA for Students with Visual Impairment, Including Blindness ..................... 188 
ACCESSIBILITY FEATURES AND ACCOMMODATIONS  MANUAL—NINTH EDITION  iii 

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Section 1: NJSLA Accessibility System and Accessibility Features for All

Students Taking the New Jersey Assessments

NJSLA Accessibility System

Through a combination of universal design principles and available accessibility features, New Jersey

has designed an inclusive assessment system by considering accessibility from initial design through

item development, field testing, and implementation of the assessments for all students, including

students with disabilities, ELLs, and ELLs with disabilities. Although accommodations may still be

needed for some students with disabilities and ELLs to assist in demonstrating what they know and

can do, the computer-embedded and externally provided accessibility features should minimize the

need for accommodations during testing and ensure the inclusive, accessible, and fair testing of the

diverse students being assessed.

For a detailed overview of the NJSLA Decision-Making Process Manual, please visit

nj.mypearsonsupport.com. The NJSLA Decision-Making Process Manual is a comprehensive policy

document that provides guidance to districts and decision-making teams to ensure that the NJSLA

summative assessments provide valid results for all participating students.

What are Accessibility Features?

On the NJSLA computer-based assessments, accessibility features are tools or preferences that are

either built into the assessment system or provided externally by Test Administrators. Accessibility

features can be used by any student taking the NJSLA (i.e., students with and without disabilities,

gifted students, ELLs, and ELLs with disabilities). Since the accessibility features are intended for

all students, they are not classified as accommodations. Students should be exposed to these

features prior to testing and should have the opportunity to select and practice using them. Even

though accessibility features are available to every student, that doesn't necessarily mean they are

appropriate for every student. Consideration should be given to the supports a student consistently

uses and finds helpful during instruction and when engaging in individual work. Practice tests that

include accessibility features are available for teacher and student use throughout the year. To

practice now, go to nj.mypearsonsupport.com.

Accessibility Features Identified in Advance

A relatively small number of students will require additional accessibility features for their particular

needs (e.g., changing the background or font color on-screen, listening to text-to-speech for the

mathematics assessments). Recent research suggests that providing too many tools on-screen may

lead to ineffective use of the tools provided and/or an impact on a student’s test performance.

Furthermore, the on-off controls for these features might distract some students if they were shown

on-screen, or interfere with other features or accommodations. As an example, if a student does

not regularly receive text-to-speech or other audio representations on their math textbooks during

instruction, text-to-speech for mathematics on the NJSLA may distract a student or slow their pacing,

possibly interfering with their performance. Based on the needs and preferences of the individual

student, some accessibility features will be selected ahead of time by students in collaboration

with educators. Students must practice using these features, either in a classroom or real-world

application or setting, and these features must also be generally consistent with those provided for

classroom instruction and classroom assessments. Not only does the student need to practice using

these features, but must also be using them during daily instruction to ensure it is not a feature just

used for state testing. Students can decide whether or not to use a pre-selected support, without any

consequence to the student, school, or district.

1 Higgins, J., Fedorchak, G., & Katz, M. (2012). Assignment of Accessibility Tools for Digitally Delivered

Assessments: Key Findings. White Paper for Enhanced Assessment Grant # S368A100008.

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It is strongly recommended that decisions are made on an individual student basis based on

the specific needs of the child as opposed to group decisions for a class or grade. Individualizing

access needs on the assessment for each student provides increased opportunities to accurately

demonstrate knowledge and skills, and will reduce the likelihood of giving students incorrect

accessibility features or accommodations on the day of the test.

What is a Student Registration and Personal Needs Profile (SR/PNP)?

The SR/PNP is a collection of student information regarding a student’s registration, testing condition,

materials, and accessibility features and accommodations that are needed to take a New Jersey

assessment.

Why Collect Student Accessibility Features and Accommodations Information Prior to the Assessment?

Prior to the assessment, the following student information should be collected so students receive

the appropriate accessibility features and accommodations on testing day (it is the role of the school

to ensure that the student's information is collected and included in this file):

1. Embedded accessibility features in the TestNav online platform that need to be enabled for

students during administration (e.g., color contrast [background/font color], text-to-speech

for mathematics, etc.) (via the SR/PNP);

2. Embedded accommodations in the TestNav online platform that need to be enabled during

administration (e.g., ASL, closed captioning, text-to-speech for ELA, etc.) (via the SR/PNP);

3. Externally-provided accessibility features identified in advance, and accommodations for

students with disabilities and ELLs (via the SR/PNP); and

4. Hard copy accommodated forms that require advance shipping (braille edition, paper-based

edition, large print edition, etc.) (via the SR/PNP).

The SR/PNP provides a record for School Test Coordinators and Test Administrators to ensure that

students receive individualized accessibility features and accommodations during the assessments.

How is Information Collected for the PNP Section of the SR/PNP?

The PNP will be based on observations and stated preferences by the student or parent/guardian

regarding a student’s testing needs that have been determined to increase access during daily

instruction and local assessments. Observations based on a student’s interaction with the online

testing platform can be made during the practice tests. A student’s testing needs should be

reviewed at least annually, and revised as appropriate, to reflect current education-related needs or

preferences.

Process for Collecting SR/PNP Information

•

For students with disabilities, the IEP team or 504 Plan Coordinator will make decisions about

which accessibility features and accommodations should be identified in the SR/PNP.

•

For ELLs, the educators responsible for selecting accommodations (or an ELL team, if

available) will identify which accessibility features and accommodations should be identified

in the student’s SR/PNP.

•

For ELLs with disabilities, the IEP team (which includes an adult familiar with the language

needs of the student) or 504 Plan Coordinator will make decisions about which accessibility

features and accommodations should be identified in the SR/PNP.

•

For students without disabilities, and who are not ELLs, decisions about which accessibility

features identified in advance (if any and if allowed) will be included in the student’s SR/PNP

will be made based on the student’s education-related needs and preferences by an informal

team, which may include the:

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■

Student (as appropriate);

■

Parent/guardian; and

■

Student’s primary educator in the subject of the assessment.

How Do You Fill Out and Submit the SR/PNP File Layout?

*Note: Refer to nj.mypearsonsupport.com on how student information will be captured.

•

Step 1: Local educators/teams collect individual student data to populate the SR/PNP.

•

Step 2: Local educators/teams capture individual student SR/PNP data in a central location.

•

Step 3: The individual(s) responsible for student data upload at the school/district/state level

receive the information from step 2 and upload the information into the SR/PNP.

There are certain accessibility features and accommodations which require materials to be shipped

(i.e., Regular Test Kit, Large Print Test Kit, Braille Test Kit, Read Aloud Test Kit, Regular Spanish Test

Kit, Spanish Large Print Test Kit, Spanish Read Aloud Test Kit, and Tactile Graphics Test Kit). Counts for

materials are determined from records submitted via SR/PNP prior to the deadline for paper material

distribution. Reference the training module for SR/PNP. Any registrations that require materials to be

submitted after the deadline for accommodated test kits must be ordered via Additional Orders.

All other information in the student’s SR/PNP will be submitted via the SR/PNP in PearsonAccess

For guidance on how to upload student information in the PNP File Layout, refer to the Student

Registration/Personal Needs Profile Field Definitions, document posted on PearsonAccess

Administrators with the appropriate access will also be able to manually enter PNP data via the User

Interface in PearsonAccess

once a student’s test registration is completed.

The NJSLA Accessibility System

*Available to all participating students

**For students with disabilities, ELLs, and ELLs with disabilities

Note: Coordinators should plan for administrative considerations

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Accessibility Features for All Students

Table 1: Accessibility Features for All Students lists the accessibility features that are available to all

students participating in the administration of NJSLA. These features are available through the online

platform, or may be externally-delivered by a Test Administrator or other adult on the NJSLA

summative assessments. Students should determine whether they wish to use the feature on an

item-by-item basis, based on the features they use during instruction and in daily life.

Where applicable, the chart below will include the test administration activities for before, during,

and after testing necessary for successful implementation of the NJSLA accessibility features. There

are a few accessibility features that must be pre-selected for the student in the SR/PNP in order

to activate the feature on the platform. When needed, this information is included in the “Before

Testing” guidance and the corresponding column in the SR/PNP file is also provided.

Table 1: Accessibility Features for All Students

Table includes Features for All Students & Accessibility Features Identified in Advance.

Accessibility Feature

Administration Guidelines

Answer Masking

(SR/PNP Reference BG

)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have answer

masking selected to activate the feature on the platform.

During Testing: When answer masking is enabled, multiple choice and

multiple select answers will be masked. The student will uncover answer

options when ready. The student may disable this feature by selecting,

“Disable Answer Masking” in the user drop-down menu.

Audio Amplification

Before Testing: The student raises or lowers the volume control, as

needed, using headphones. Important Note: Final volume must be set

prior to testing. Student will not have access to volume control in the

secure TestNav environment.

During Testing: Student must be tested in a separate setting if unable

to wear headphones. Once the test begins, the volume level cannot be

changed.

Bookmark

During Testing: The student selects the “Bookmark” icon in the toolbar.

The student electronically “bookmarks” items to review later. To remove

the bookmark, select the “Bookmark” icon again.

2 A foundational piece of research for policy decisions on accessibility features: Abedi, J. & Ewers, N. (2013).

Accommodations for English Language Learners and Students with Disabilities: A Research-Based Decision

Algorithm.

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Accessibility Feature

Administration Guidelines

Color Contrast

(Background/Font Color)

(SR/PNP Reference BI)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have the

student’s Color Contrast (Background/Font Color) selected to

activate this feature on the platform.

During Testing: Alternate on-screen background and/or font color is

enabled via the SR/PNP based on need or preference. The student may

change the color contrast option or disable this feature by selecting,

“Change the background and foreground color” in the user drop-down

menu.

Blank Scratch Paper

(provided by Test

Administrator)

Before Testing: Test Administrators must supply at least one page of blank

scratch paper (i.e., either unlined, lined, or graph) per student, per unit.

If graph paper is used during mathematics instruction, it is recommended

that schools provide graph paper as scratch paper for mathematics units.

Students with visual impairments may also use braille paper, raised line

paper, bold line paper, raised line graph paper, bold line graph paper,

abacus, or Math Window.

During Testing: The student uses blank scratch paper (i.e., lined, un-

lined, or graph) to take notes and/or work through items during testing.

Additional pages may be provided as needed. Important Note: Students

must be provided with one sheet of blank scratch paper at a time. If a

student requires an additional sheet of blank scratch paper, the Test

Administrator must collect the used scratch paper before providing the

student with a new one.

After Testing: Test Administrators are responsible for collecting ALL

scratch paper after testing is completed to be securely destroyed. Scratch

paper must be securely shredded if it has been used. Schools may reuse

unused scratch paper only if paper is completely blank.

Eliminate Answer Choices

During Testing: The student selects the “Answer Eliminator” icon in the

toolbar. On multiple choice options, a student selects an answer and a red

X appears and “crosses out” the answer choice. The student may disable

this feature by selecting “Answer Eliminator” in the toolbar again.

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Accessibility Feature

Administration Guidelines

General Administration

Directions Clarified

(by Test Administrator)

During Testing: The Test Administrator clarifies general administration

directions only. No passages or test items may be clarified.

General Administration

Directions Read Aloud

and Repeated as Needed

(by Test Administrator)

During Testing: The Test Administrator reads aloud the general

administration directions only. A student may raise their hand and request

the directions be repeated.

Highlight Tool

During Testing: The student electronically highlights text as needed

to recall and/or emphasize. The student has the option to remove

highlighting over text. The highlighter color option will change depending

on the color contrast option selected.

Headphones or Noise

Buffers

Before Testing: Test Administrator prepares classroom with headphones

for participating students.

During Testing: The student uses headphones or noise buffers to

minimize distraction, access embedded text-to-speech, or filter external

noise during testing (in addition to when headphones are required for the

ELA assessment). If headphones are used only as noise buffers, do not

plug them into the testing device.

Line Reader Mask Tool

During Testing: The student selects "Show Line Reader Mask" in the user

drop-down menu. The student uses an on-screen tool to assist in reading

by raising and lowering the tool for each line of text on-screen. The Line

Reader can be resized, and the size of the reader window can be adjusted.

The student may disable this feature by selecting, "Hide Line Reader

Mask" in the user drop-down menu.

The Line Reader includes additional functionality to close the Line Reader

window and allow the feature to work as a general masking tool. The

mask box can be resized by the student to cover content on the screen

as necessary. In addition, the Line Reader window is moveable anywhere

within the boundaries of the Line Reader tool.

The Line Reader Mask box color will change depending on the color

contrast option selected.

Magnification/

Enlargement Device

During Testing:

• Browser/Device Magnification: The student can use keyboard

shortcuts (e.g., Ctrl+) for PCs or pinch/zoom for tablets to

magnify what’s displayed on the screen (while preserving clarity,

contrast, and color).

• Magnifier: The student can also select “Enable Magnifier” in the

user drop-down menu. The student enlarges text and graphics

on-screen via a magnification square (200%). The student may

disable this feature by selecting, “Disable Magnifier” in the user

drop-down menu.

Note: Magnifying beyond 300% may affect heading formatting and may

cause text-wrapping, and therefore it is not recommended.

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Accessibility Feature

Administration Guidelines

Notepad

During Testing: The student selects the “Notepad” icon in the toolbar.

The student writes notes using embedded Notepad tool on the ELA

assessments. The student may disable this feature by selecting “Notepad”

in the toolbar again.

Note: The notepad tool cannot be resized. In addition, the tool does not

save across items and only saves student entered text on the item for

which it was entered.

Pop-up Glossary

During Testing: The student is able to view definitions of pre-selected,

underlined words by hovering over them. The definition appears in a pop-

up text box.

Redirect Student to the

Test

(by Test Administrator)

During Testing: The Test Administrator redirects the student’s attention

to the test without coaching or assisting the student in any way. There

is no limit to the number of times a Test Administrator can redirect a

student back to the test. Examples: Providing reminders to stay on task

and focused during the assessments; Providing a visual cue to the student

to remain on task.

Spell Check or External

Spell Check Device

During Testing: The student uses the embedded spell check icon in

TestNav to review their written text for errors. If preferred, the student

uses an external spell check device. Device may not have embedded

grammar check, connect to the internet, or save information.

Student Reads

Assessment Aloud to Self

(SR/PNP Reference BH)

Before Testing:

• Identification for SR/PNP: The student's SR/PNP must have this

feature identified.

During Testing: The student reads aloud the assessment to themselves.

Students may use an external device such as a whisper phone, read to

themselves in a normal voice, or use other strategies from classroom

instruction. The student must be tested in a separate setting.

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Accessibility Feature

Administration Guidelines

Text-to-Speech for

Mathematics & Science

Tests

(SR/PNP Reference CG)

Before Testing:

• Identification for SR/PNP: The student’s SR/PNP must have

text-to-speech selected to activate the feature on the platform.

Once a student is placed into a test session, the student will be

assigned a form with embedded text-to-speech. Proctor caching

is strongly encouraged. If this content is not cached, it may

present challenges for the student during testing. Important

Note: Volume level must be determined prior to testing; once

the test session begins, the volume level cannot be changed.

The student will not have access to volume control in the secure

TestNav environment.

• Test Administrator Training: Refer to the Text-to-Speech

Tutorial on nj.mypearsonsupport.com for full training on tool

functionality.

• Differences Between Text Only and Text Plus Graphics:

Text Plus Graphics - Reads all printed text and the

hidden alternate text descriptions for images.

Text Only - Reads printed text but does not read any

alternate text descriptions for images.

During Testing: The student selects the “Text-to-Speech Player” icon on

the toolbar on the right side of the screen. The test is read aloud to the

student using embedded text-to-speech software. The student may pause

and resume the audio. To choose a speed (slow, normal, fast), select the

“Text-to-Speech Settings” icon. Once the test begins, the volume level

cannot be changed. The student must be tested in a separate setting if

unable to wear headphones.

New Features: Forward and Back buttons are now available. These

buttons were added to jump back to the beginning of the text or to skip

to the next section of text. A Listen feature was added to the Highlighter

tool, this functions like the “Click to Hear” button.

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Accessibility Feature

Administration Guidelines

Human Reader or Human

Signer for Mathematics &

Science Tests

(SR/PNP Reference CH)

Before Testing:

• Identification for SR/PNP:

Student’s SR/PNP must have Human Reader/Human

Signer selected. A student MUST be manually placed

into a Human Reader test session to provide the

Human Reader accessibility feature. This will assign all

students in the test session the same form as the Test

Administrator and will match the Human Reader Script.

Students in these sessions cannot have other PNP form

supported accommodations such as Text-to-Speech

(TTS), American Sign Language (ASL), Closed Captioning

(CC), Assistive Technology – Screen Reader, Assistive

Technology Non-Screen Reader. Important Note: Failure

to manually place the students in a Human Reader

session (specifically identified in PAN) will result in the

student receiving a form that differs from the form

needed to provide the accessibility feature.

The Test Administrator will be assigned a separate

authorization login to access the same form as all

students within the Human Reader session and also

receive a secure Mathematics Human Reader Script.

• Materials: Mathematics Human Reader Script

• Test Administrator Training: Human Readers and Human Signers

providing this accessibility feature must review:

The Mathematics Human Reader Script, at least two

school days prior to testing. Review of the Human

Reader Script must occur in a SECURE ENVIRONMENT.

Appendix B: Test Administration Protocol for the Human

Reader Accommodation for English Language Arts

(ELA) Assessments, and the Human Reader Accessibility

Feature for Mathematics/Science Assessments.

Appendix K: Human Signer Guidelines (signers only).

During Testing: A Test Administrator (Human Reader or Human Signer)

reads aloud to a student using the provided Human Reader Script. The

student must be tested in an individual or small group setting. Small

group is defined as a small number of students not to exceed 15, with

similar accessibility features and/or accommodations who will be

administered the test as a group. Student IEPs may specify a smaller

group size and must be accommodated during testing. Districts/schools

are responsible for determining the composition and compatibility of the

members of the small group.

After Testing: Human Reader Scripts contain secure item content and

should be handled as secure test materials. Test Administrators should

return materials to Test Coordinators. Test Coordinators must return the

Human Reader Scripts with the nonscorable materials.

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Accessibility Feature

Administration Guidelines

Writing Tools

During Testing: The student uses embedded writing process tools for

written responses, including copy/paste, bold, italicize, underline, insert

bullets, numbered list, undo, redo, and spell check. Writing tools are

available in the constructed response items on the ELA assessment.

Note: The copy/paste functionality does not include the ability to copy

test content. Only text contained within a student response can be copy/

pasted.

Administrative Considerations for All Students

Detailed guidelines on the administration of the NJSLA will be included in the Test Administrator

Manuals and the Test Coordinator Manual.

Although students are generally tested in their regular classroom and follow the standard test

administration schedule for the grade and content area being assessed, the principal or test

coordinator has the authority to schedule testing sessions in spaces other than regular classrooms,

and at different scheduled times, as long as all requirements for testing conditions and test security

are met as set forth in the Test Administrator Manuals and Test Coordinator Manual. Decisions may

be considered, for example, that benefit students who are easily distracted in large group settings

by testing them in a small group or individual setting. In general, changes to the timing, setting, or

conditions of testing are left to the discretion of the principal or Test Coordinator.

In accordance with principles of universal design for assessment, NJSLA is providing the following

administrative guidance regarding the timing and scheduling of assessments, and setting/locations

for testing. These administrative considerations are available to all students. Administrative

considerations must be identified for the student in the SR/PNP. The corresponding column in the

SR/PNP file is provided in Table 2: Administrative Considerations for All Students.

The principal or test coordinator may determine that ANY student can receive one or more of the

following test administration considerations, regardless of the student’s status as a student with a

disability or ELL.

Table 2: Administrative Considerations for All Students

Administrative Consideration

Description

Small Group Testing

(SR/PNP Reference BC)

Small group is defined as a small number of students not to exceed 15,

with similar accessibility features and/or accommodations who will be

administered the test as a group. Important Note: Student IEPs may

specify a smaller group size and must be accommodated during testing.

Districts/schools are responsible for determining the composition and

compatibility of the members of the small group.

Time of Day

(SR/PNP Reference BF)

Student is tested during a specific time of day based on their individual

needs (e.g., ELA, Math or Science in the morning; no testing after lunch).

Separate/Alternate

Location

(SR/PNP Reference BB)

Student is tested in a specifically assigned location.

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Administrative Consideration

Description

Specified Area or Setting

(SR/PNP Reference BE)

Student is tested in a specialized area or setting (e.g., front of the

classroom, seat near the door, library, etc.).

Adaptive and Specialized

Equipment or Furniture

(SR/PNP Reference BD)

Student is provided specialized equipment or furniture needed for a

successful testing environment (e.g., low lighting; adaptive seat).

Frequent Breaks

(SR/PNP Reference BA)

Guidance on logistics for administrating the NJSLA with frequent breaks:

•

Medical Breaks: Student takes a break due to pre-existing or sudden

onset of a temporary or long-term medical condition. Student’s

testing time stops.

•

IEP or Section 504 plan Breaks

Student takes a break as determined

by their IEP or Section 504 plan. Student’s testing time stops.

•

Individual Bathroom Breaks: Student requests a bathroom break

within their overall allotted testing time. Student’s testing time does

not stop.

•

In-Chair Stretch Break: Student pauses and stretches. Student’s

testing time does not stop.

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Section 2: Accommodations for Students with Disabilities and English

Language Learners

Accommodations for Students with Disabilities and ELLs

It is important to ensure that performance in the classroom and on assessments is influenced

minimally, if at all, by a student’s disability or linguistic/cultural characteristics that is unrelated

to the content being assessed. For the NJSLA, accommodations are considered to be adjustments

to the testing conditions, test format, or test administration that provide equitable access during

assessments for students with disabilities and students who are ELLs. In general, the administration

of the assessment should not be the first occasion in which an accommodation is introduced to the

student. In addition, Test Administrators administering the assessment or providing accommodations

should be an education professional who is familiar with the student, and who is typically responsible

for providing the accommodation in the classroom. To the extent possible, accommodations should:

•

Provide equitable access during instruction and assessments;

•

Mitigate the effects of a student’s disability;

•

Not reduce learning or performance expectations;

•

Not change the construct being assessed; and

•

Not compromise the integrity or validity of the assessment.

Accommodations are intended to reduce and/or eliminate the effects of a student’s disability

and/or English language proficiency level; however, accommodations should never reduce

learning expectations by reducing the scope, complexity, or rigor of an assessment. Moreover,

accommodations provided to a student on the NJSLA must be generally consistent with those

provided for classroom instruction and classroom assessments. There are some accommodations

that may be used for instruction or for formative assessments but are not allowed for the NJSLA

because they impact the validity of the assessment results – for example, allowing a student to use

a thesaurus or access the internet during the NJSLA. There may be consequences (e.g., excluding a

student’s test score) for the use of non-allowable accommodations during the NJSLA. It is important

for educators to become familiar with policies regarding accommodations used for the NJSLA.

The guidelines provided in this manual are intended to ensure that valid and reliable scores

are produced on the NJSLA, and that an unfair advantage is not given to students who receive

accommodations. Outside of the guidance provided in this manual, changes to an accommodation or

the conditions in which it is provided may change what the assessment is measuring, and will likely

call into question the reliability and validity of the results regarding what a student knows and is able

to do as measured by the assessment.

To the extent possible, accommodations should adhere to the following principles:

•

Accommodations enable students to participate more fully and fairly in instruction and

assessments and to demonstrate their knowledge and skills.

•

Accommodations should be based upon an individual student’s needs rather than on the

category of a student’s disability, level of English language proficiency alone, level of or

access to grade-level instruction, amount of time spent in a general classroom, current

program setting, or availability of staff.

•

Accommodations should be based on a documented need in the instruction/assessment

setting and should not be provided for the purpose of giving the student an enhancement

that could be viewed as an unfair advantage.

•

Accommodations for students with disabilities should be described and documented in the

student’s appropriate plan (i.e., either the IEP or 504 plan).

•

Accommodations for ELLs should be described and documented.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

•

Students who are ELLs with disabilities qualify to receive accommodations for both students

with disabilities and ELLs.

•

Accommodations should become part of the student’s program of daily instruction as soon

as possible after completion and approval of the appropriate plan.

•

Accommodations should not be introduced for the first time during the testing of a student.

•

Accommodations should be monitored for effectiveness.

•

Accommodations used for instruction should also be used, if allowable, on local district

assessments and state assessments.

In the event that a student was provided a test accommodation that was NOT LISTED in their IEP, 504

plan, or was not documented for an ELL, or if a student was NOT PROVIDED a test accommodation

listed in their IEP/504 plan/documentation for an ELL, the school test coordinator must immediately

contact their district testing coordinator who will in turn notify the state assessment office of the

incident.

Scoring and Reporting

Summative assessment scores for students who receive any of the accommodations listed in this

manual will be aggregated with the scores of other students and those of relevant groups, and can

be included for accountability purposes. The department of education will monitor the number and

percentage of students using newer assessment accommodations such as text-to-speech, external

speech-to-text device, etc. at the school, district, and/or state level.

Unique Accommodations

NJSLA has developed a comprehensive list of accessibility features and accommodations that are

designed to increase access to the assessments and will result in valid, comparable assessment

scores. However, students with disabilities or ELLs may require additional accommodations that are

not found in this manual. Refer to Appendix G: Unique Accommodation Request Form.

Emergency Accommodations

An emergency accommodation may be appropriate for a student who incurs a temporary disabling

condition that interferes with test performance shortly before or during the NJSLA testing window.

A student who does not have an IEP or 504 plan may require an accommodation as a result of a

recently-occurring accident or illness. Cases include students who have a recently-fractured limb

(e.g., arm, wrist, shoulder); whose only pair of eyeglasses has broken; or a student returning after

a serious or prolonged illness or injury. An emergency accommodation should be given only if

the accommodation will result in a valid score for the student (i.e., does not change the construct

being measured by the test[s]). If the principal (or designee) determines that a student requires an

emergency accommodation on the NJSLA, an Emergency Accommodation Form must be completed

and maintained in the student’s assessment file. Requests for emergency accommodations will be

approved after it is determined that use of the accommodation would result in a valid score for the

student. The parent must be notified that an emergency accommodation was provided. Refer to

Appendix F: Use of an Emergency Accommodation on the NJSLA.

Student Refusal Form

If a student refuses an accommodation listed in their IEP, 504 plan, or an ELL plan, if used, the school

should document in writing that the student refused the accommodation, and the accommodation

must be offered and remain available to the student during testing. This form must be completed and

placed in the student’s file and a copy must be sent to the parent on the day of refusal. Principals (or

designee) should work with Test Administrators to determine who, if any others, should be informed

when a student refuses an accommodation documented in an IEP, 504 plan, or an ELL plan. Refer to

Appendix H: Student Accommodation Refusal Form.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodations for Students with Disabilities

Table 3 provides a list of PRESENTATION ACCOMMODATIONS for students with disabilities that

describe changes in the assessment format and method in which the assessment is administered. The

table also outlines the before, during, and after testing activities necessary to successfully administer

these accommodations. Accommodations for students with disabilities must be pre-selected for

the student in the SR/PNP. This information is included in the “Before Testing” guidance and the

corresponding column in the SR/PNP file is also provided.

Table 3: Presentation Accommodations for Students with Disabilities

Accommodation

Administration Guidelines

Assistive Technology

(Non-Screen Reader)

(SR/PNP Reference

BL)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have assistive

technology selected.

• Testing: Assistive technology should be tested during an Infrastructure

Trial to determine whether the assistive technology will interact

with TestNav and can be used successfully during computer-based

testing. Note that NJSLA are designed to be Web Content Accessibility

Guidelines (WCAG) compliant. For information on how to test

assistive technology devices and software for use on the NJSLA with

the TestNav platform via an Infrastructure Trial, refer to the Assistive

Technology Guidelines available here: nj.mypearsonsupport.com.

During Testing: Students may use a range of assistive technologies on the

NJSLA, including devices that are compatible with the NJSLA online testing

platform, and those that are used externally on a separate computer. Refer to

the list of allowable Assistive Technology available here: nj.mypearsonsupport.

com.

After Testing: Test Administrators are responsible for collecting all nonscorable

student work created from assistive technology devices. Content must be

cleared off all devices. Paper nonscorable student work must be securely

shredded.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Screen Reader

Version

(for a student who

is blind or visually

impaired)

(SR/PNP Reference

BK)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Screen Reader

Version selected. Once a student is placed into a test session, the

student will be assigned a Screen Reader form. For ELA, the student

does not use a refreshable braille display or hard copy braille edition

because they have either not yet learned, or are unable to use, braille.

• Materials and Equipment: For optimal screen reader usage, NJSLA

recommends using JAWS 2019-2021 (note that the NJSLA are

designed to be compliant with the Web Content Accessibility

Guidelines [WCAG]). Tactile graphics booklets are required for test

administration. Counts for materials are determined from records

submitted via SR/PNP prior to the deadline for paper material

distribution. Reference the training modules for SR/PNP and Editing

Enrollment Counts. Any registrations that require materials

submitted after the deadline for paper must be ordered via

Additional Orders.

• Screen Reader Testing: Screen reader software SHOULD be tested

during an Infrastructure Trial. These activities will determine whether

the assistive technology will interact with TestNav and can be used

successfully during computer-based testing. Reference the Assistive

Technology Guidelines available at the following link:

nj.mypearsonsupport.com.

• Test Administrator Training: Test Administrators should review:

NJSLA Assistive Technology Guidelines available at

nj.mypearsonsupport.com.

Appendix L: NJSLA for Students with Visual Impairment,

Including Blindness.

During Testing: A student who is blind or has a visual impairment takes

the assessments using their preferred screen reader software, pending an

Infrastructure Trial. A student who uses a screen reader will also need a tactile

graphics booklet, which contains only the graphics portion of test questions and

visual descriptions of pictures and multimedia, where applicable. If the student

is not using headphones, the student must be tested in a separate setting.

Due to technical limitations, the following tools are not available for use with

the Screen Reader Version: pointer, notepad, answer eliminator, magnifier,

line reader, answer masking, color contrast (background/font color), ruler,

protractor, and calculator.

After Testing: Tactile graphics booklets contain secure item content and should

be handled as secure test materials. Test Administrators should return tactile

graphics to Test Coordinators. Test Coordinators must return tactile graphics

with the nonscorable materials.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Refreshable Braille

Display

(SR/PNP Reference

BN)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Screen Reader

Version selected. Once a student is placed into a test session, the

student will be assigned a Screen Reader form.

• Materials and Equipment: For screen reader usage, NJSLA

recommends using JAWS 2019-2021. Refreshable braille displays

and tactile graphics booklets are required for administration.

• Screen Reader Testing: Screen reader software SHOULD be tested

during an Infrastructure Trials. These activities will determine whether

the assistive technology will interact with TestNav and can be used

successfully during computer-based testing. For optional screen reader

usage, NJSLA recommends using JAWS 2019-2020.

• Test Administrator Training: Test Administrators should review:

o Appendix L: NJSLA for Students with Visual Impairment,

Including Blindness.

o New Jersey’s Assistive Technology Guidelines available at

nj.mypearsonsupport.com

During Testing: A student who is blind or has a visual impairment takes the

ELA assessments using their preferred screen reader software, pending an

Infrastructure Trial, with a refreshable braille display. A student who uses

a screen reader with refreshable braille will also need a tactile graphics

booklet, which contains only the graphics portion of test questions and visual

descriptions of pictures and multimedia where applicable. If the student is not

using headphones, the student must be tested in a separate setting.

After Testing: Tactile graphics booklets contain secure item content and should

be handled as secure test materials. Test Administrators should return tactile

graphics to Test Coordinators. Test Coordinators must return tactile graphics

with the nonscorable materials.

SECTION 2

NJSLA

3 Distribution quantities for any paper-based accommodations and accessibility feature are derived from the

student registration process. Any materials required for paper-based accessibility features and accommodations

for students registered after the deadline for paper registration must be ordered via Additional Orders.

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Braille with Tactile

Graphics

(SR/PNP Reference

BQ)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Hard Copy

Braille Edition selected.

• Materials: Braille Kits are required for administration. Braille Kits

include Test Administrator Braille Scripts, one copy of the student’s

Hard Copy Braille Assessment, standard test booklet or answer

document for transcription, and supplementary math materials (braille

ruler, braille protractor) where appropriate.

• Test Administrator Training: Test Administrators of students with visual

impairments must review:

o Braille Kits, which will be provided to schools at least two

full school days prior to testing in a SECURE ENVIRONMENT

for the Test Administrator to verify that the braille code

(Unified English Braille (UEB)) is accurate on the test booklet

cover and review the braille test administration scripts,

including information specific to administering paper-based

braille. Braille notes are inserted behind the cover of the first

volume of the Braille test. Important Note: Reading, viewing,

copying, or reproducing passages or test items is prohibited.

o Appendix L: NJSLA for Students with Visual Impairments,

Including Blindness.

o If needed by the student, braille test booklets or answer

documents may be disassembled for testing (but must be

reassembled for return). It is critical that Test Administrators

count the number of pages in the test booklet or answer

document prior to disassembling the test booklets or answer

documents to help ensure that all pages are returned.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

During Testing: A student who is blind or has a visual impairment and is unable

to take the computer-based test with a refreshable braille display may take the

ELA, mathematics, and science assessments using the hard-copy contracted

braille edition. Tactile graphics are already embedded in the hard copy braille

edition. For students using braille forms, the Test Administrator directions

for filling in a circle, making marks, and erasing do not apply. Students should

number their responses to be sure that their answers can be transcribed

accurately into a scorable test booklet or answer document.

After Testing:

• Responses must be transcribed verbatim by a Test Administrator in a

standard student test booklet or answer document, which is included

in the Braille Test Kit. Only transcribed responses will be scored.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses for protocol.

• Test Administrators are responsible for collecting all nonscorable

student work created from assistive technology devices. Content must

be deleted off all devices. Nonscorable student work must be securely

shredded.

• If the braille test booklet or answer document was disassembled,

it must be reassembled for return. To reassemble test booklets or

answer documents, the Test Administrator may staple or binder clip all

pages for return. Failure to return all pages will be considered a breach

of security.

Tactile Graphics

Before Testing: Refer to Table 3b “Screen Reader Version” for details.

During Testing: A student who is blind or has a visual impairment who uses a

screen reader or refreshable braille will also need a tactile graphics booklet,

consisting only of the graphics portion of test questions, and visual descriptions

of pictures and multimedia, where applicable. Tactile graphics will also be

embedded in the hard copy braille edition assessments, when needed.

After Testing: Tactile graphics booklets contain secure item content and should

be handled as secure test materials. Test Administrators should return tactile

graphics to Test Coordinators. Test Coordinators must return tactile graphics

with the nonscorable materials.

SECTION 2

NJSLA

3 Distribution quantities for any paper-based accommodations and accessibility feature are derived from the

student registration process. Any materials required for paper-based accessibility features and accommodations

for students registered after the deadline for paper registration must be ordered via Additional Orders.

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Large Print

(SR/PNP Reference

BP)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Large Print

Edition selected.

• Materials: Large Print Test Kit includes a large print assessment

booklet, standard test booklet or answer document for transcription,

Test Administrator large print scripts, and supplementary large

print mathematics materials (large print ruler & protractor), when

appropriate.

• Test Administrator Training: Test Administrators of students with visual

impairments must review:

o Appendix L: NJSLA for Students with Visual Impairment,

Including Blindness.

o Appendix A: Accessibility Features and Accommodations for

Students Taking the Paper-Based NJSLA.

During Testing: A large print paper-based form of each assessment is available

for a student with a visual impairment who is unable to take a computer-based

assessment. The font size for the NJSLA large print edition will be 18 point on

paper sized 14" x 18". Students will not record their answers in standard print

test booklets or answer documents. Instead, students will circle their answers

in the large print test booklet. For constructed response items, students will

write their answers on the lines provided in their large print test booklets. In

mathematics, students will need to write their answers in boxes at the top

of the answer grids, but they do not need to bubble in their answers. Test

Administrators should refer to the TAM Scripts for instances where they should

demonstrate an activity or display information. Demonstrations should be

conducted where they are visible for each student (e.g., on the board, near the

student).

After Testing:

• Responses must be transcribed verbatim by a Test Administrator in the

standard student test booklet or answer document, which is included

in the Large Print Test Kit. Only transcribed responses will be scored.

At least two persons must be present during transcription of student

responses (one transcriber and one observer confirming accuracy). It

is recommended that one of the individuals be a District or School Test

Coordinator.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Alternate

Representation –

Paper Test

(SR/PNP Reference

BO)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Paper-Based

Edition selected.

• Materials: Paper-Based Edition of the assessment

• Test Administrator Training: Test Administrators must review the

following appendix for accessibility features and accommodations in a

paper-based environment:

o Appendix A: Accessibility Features and Accommodations for

Students Taking the Paper-Based NJSLA.

During Testing: For schools administering the computer-based assessments, a

paper-based assessment is available for students who (1) are unable to take a

computer-based assessment due to a disability; (2) recently entered the school

and has very little or no prior experience or familiarity with technology; or (3)

are unable to access an online assessment due to religion or beliefs.

Closed Captioning of

Multimedia on the

ELA Assessments

(SR/PNP Reference

BM)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Closed

Captioning selected.

During Testing: A student who is deaf or hearing-impaired views captioned

text embedded in multimedia (i.e., video) segments of the ELA summative

assessments. Captioning can be turned on/off within the video player as

needed. Transcripts will also be available in an additional tab within the test

form. See the Closed Captioning tutorial at nj.mypearsonsupport.com.

ELA Assessments,

including items,

response options,

and passages

• Text-to-Speech

(SR/PNP

Reference CG)

• ASL Video

(SR/PNP

Reference BJ)

Before Testing:

• Purpose: The purpose of the embedded text-to-speech, ASL video,

and Human Reader/Human Signer accommodation for the NJSLA

ELA assessment is to provide access to printed or written texts on

the NJSLA ELA assessments for a very small number of students with

print-related disabilities who would otherwise be unable to participate

in the assessment because their disability severely limits or prevents

their ability to access printed text by decoding. This accommodation

is not intended for students reading somewhat (i.e., only moderately)

below grade level.

• Identification for SR/PNP: The student’s SR/PNP must have text-

to-speech, ASL Video, or Human Reader/Human Signer selected to

activate the features on the platform. Once a student is placed into a

session, the student will be assigned a form with embedded text-to-

speech, or ASL Video.

4 The NJSLS call for comparisons between different media. An example of this is RI9-10.7: Analyze various

accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia),

determining which details are emphasized in each account. Adding closed captioning to any students other

than those who are deaf or hard of hearing affects the ability to effectively assess this type of standard, and

therefore it is listed as an accommodation as opposed to a support for all.

5 Students who require American Sign Language (ASL) Video of the full text of the assessment will not require

Closed Captioning as the ASL form does not have embedded video.

6 Note: There may be unintended consequences related to the use of this accommodation for some students.

Review the adjacent Administration Guidelines carefully.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

• Human Reader/

Human Signer

(SR/PNP

Reference CH

)

For the Human Reader/Human Signer, students must be placed in a

read-aloud session type when creating test sessions. The proctor will

be assigned a separate authorization login to access the same form

as all students within the Human Reader session. Important Note:

Volume level must be determined prior to testing; once the test

session begins, the volume level cannot be changed. The student will

not have access to volume control in the secure TestNav environment.

• Tools for Identification: IEP teams/504 Plan Coordinators should use

the decision-making tool available in Appendix D: Text-to-Speech, ASL

Video, or Human Reader/Human Signer Guidance for English Language

Arts (ELA) Assessments to inform their decision-making.

• Materials: Read Aloud Kits, which include one copy of the student

test booklet and answer document and an extra test booklet for Test

Administrators (Human Reader/Signer). Important Note: A Human

Reader Script is not provided for ELA.

• Test Administrator Training: Test Administrators providing this

accommodation must review:

o Read Aloud Kits at least two school days prior to paper-based

testing, with kits provided to schools for this purpose. Review

of Read Aloud Kits must occur in a SECURE ENVIRONMENT.

o Appendix B: Test Administration Protocol for the Human

Reader Accommodation for English Language Arts (ELA)

Assessments, and the Human Reader Accessibility Feature for

Mathematics/Science Assessments.

o NJSLA ELA Audio Guidelines available on the NJSLA Resource

Center, https://nj.mypearsonsupport.com > Educator

Resources > Test Administration Resources > Accessibility

Features and Accommodations (AF&A) Resources >

Resources

o Appendix K: Human Signer Guidelines (signers only).

o Appendix L: NJSLA for Students with Visual Impairments,

Including Blindness.

o Refer to the Text-to-Speech Tutorial on

nj.mypearsonsupport.com for training on functionality.

o ELA has Text Plus Graphics only - Reads all printed text and

the hidden alternate text descriptions for images.

During Testing: A student receives an audio representation of the ELA

assessment either through embedded text-to-speech, embedded ASL video, or a

Human Reader/Signer. For Human Reader, the Test Administrator will need to

reference the NJSLA ELA Audio Guidelines available on the NJSLA Resource

Center, https://nj.mypearsonsupport.com > Educator Resources > Test

Administration Resources > Accessibility Features and Accommodations

(AF&A) Resources > Resources.

Important Note:

If headphones are not used for

text-to-speech, or the student has a Human Reader or Signer, the student must

be tested in a separate setting.

Important Guidelines on identifying students for these accommodations:

IEP teams and 504 Plan Coordinators should carefully review the following

guidelines before identifying students to receive these accommodations on the

ELA assessments.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

If all guidelines are NOT met, and the student is given the text-to-speech,

ASL video, or Human Reader/Human Signer accommodation on an NJSLA

English language arts (ELA) assessment, the student’s assessment score may

be invalidated and the score would not be counted in the overall assessment

results (i.e., the student would be considered a “non-participant" for the

English language arts (ELA) assessment.)

In making decisions on whether to provide a student with this accommodation,

IEP teams and 504 Plan Coordinators should consider whether the student has:

• Blindness or a visual impairment and has not learned (or is unable to

use) braille;

• A disability that severely limits or prevents him/her from accessing

printed text, even after varied and repeated attempts to teach the

student to do so (e.g., student is unable to decode printed text);

• Deafness or a hearing impairment and is severely limited or prevented

from decoding text due to a documented history of early and

prolonged language deprivation.

Before listing the accommodation in the student’s IEP or 504 plan, teams/

coordinators should consider whether:

• The student has access to printed text during routine instruction

through a reader, other spoken-text audio format, or signer;

• The student’s inability to decode printed text or read braille is

documented in evaluation summaries from locally-administered

diagnostic assessments; and the student receives ongoing, intensive

instruction and/or interventions in the foundational reading skills

to continue to attain the important college and career-ready skill of

independent reading.

Decisions about who receives this accommodation will be made by IEP

teams and 504 Plan Coordinators. For a student who receives one of these

accommodations, no claims should be inferred regarding the student’s ability

to demonstrate foundational reading skills (i.e., decoding).

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

ASL Video for the

Mathematics/Science

Assessments

(SR/PNP Reference BJ)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have American

Sign Language (ASL) Video selected. Once a student is placed into a

test session, the student will be assigned an ASL Video form. Proctor

caching is strongly encouraged. If this content is not cached, it may

present challenges for students during testing. If a student does

not use ASL, a human interpreter and separate test setting will be

required.

• Student Training: It is highly recommended that students review the

American Sign Language Math Dictionary prior to testing. This video is

available at nj.mypearsonsupport.com.

• Test Administrator Training: Human signers should refer to the online

NJSLA American Sign Language Math Video Glossary for guidance on

how to deliver mathematics symbols and terms. This video is available

at nj.mypearsonsupport.com.

During Testing: The student views an embedded video of a human interpreter

for the mathematics assessments. The student may pause and resume the

video but cannot adjust the pace.

Human Signer for

Test Directions

(SR/PNP Reference

BS)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Human Signer

for Test Directions selected.

• Test Administrator Training: Human Signers must review:

Test Administrator Scripts included in the Test Administrator

Manuals.

Appendix K: Human Signer Guidelines (signers only).

During Testing: A human signer will sign the test directions to a student. The

student may either be tested in a small group or a separate setting based on

the student’s experiences during classroom assessments.

Table 4 provides a list of RESPONSE ACCOMMODATIONS for students with disabilities that allow a

student to respond to test items using different formats. The table outlines the activities needed

before, during, and after testing to administer the response accommodations appropriately.

Accommodations for students with disabilities must be pre-selected for the student in the SR/PNP.

This information is included in the “Before Testing” guidance and the corresponding column in the

SR/PNP file is also provided.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table 4: Response Accommodations for Students with Disabilities

Accommodation

Administration Guidelines

Assistive Technology

(Non-Screen Reader)

(SR/PNP Reference BK,

BR, BW, BX, and BY)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have assistive

technology selected.

Students using the Co:Writer and Read&Write

extensions (separate license required) for use with

TestNav must have Speech to Text and Word Prediction

selected in the Student’s SR/PNP.

• Testing: Assistive technology should be tested during an

Infrastructure Trial to determine whether the assistive technology

will interact with TestNav and can be used successfully during

computer-based testing. For information on how to test assistive

technology devices and software for use on the NJSLA with the

TestNav platform via an Infrastructure Trial, refer to the Assistive

Technology Guidelines available at nj.mypearsonsupport.com.

Note that New Jersey assessments are designed to be Web Content

Accessibility Guidelines (WCAG) compliant.

During Testing: Students may use a range of assistive technologies on the

New Jersey assessments, including devices that are compatible with the

online testing platform, and those that are used externally on a separate

computer. Refer to the list of allowable Assistive Technology available at

nj.mypearsonsupport.com.

After Testing: Test Administrators are responsible for collecting all

nonscorable student work created from assistive technology devices. Content

must be cleared off all devices. Nonscorable student work must be securely

shredded.

Electronic Braille

Response

(SR/PNP Reference BU)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have braille note-

taker selected.

During Testing: A student who is blind or has a visual impairment may use

an electronic braille note-taker. The grammar checker, internet, and stored

file functionalities must be turned off. For students using braille forms, the

Test Administrator directions for filling in a circle, making marks, and erasing

do not apply. Students should number their responses to be sure that their

answers can be transcribed accurately into a scorable test booklet, answer

document, or TestNav.

After Testing:

• Student responses generated using an electronic braille note-taker

must be transcribed verbatim by a Test Administrator into the

student’s standard test booklet, answer document, or TestNav. Only

transcribed responses will be scored. Responses must be transcribed

by the teacher of the student with visual impairment or a Test

Administrator supervised by the teacher of the student with visual

impairment.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

• Test Administrators are responsible for collecting all nonscorable

student work created using assistive technology devices. Test-related

content must be deleted from all devices. Nonscorable student work

must be securely shredded.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Electronic Braille

Response

(SR/PNP Reference BU)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have braille writer

selected.

During Testing: A student who is blind or has a visual impairment may use

a braille writer. For assessments, grammar checker, internet, and stored file

functionalities must be turned off. For students using braille forms, the Test

Administrator directions for filling in a circle, making marks, and erasing do

not apply. Students should number their responses to be sure that their

answers can be transcribed accurately into a scorable test booklet, answer

document, or TestNav.

After Testing:

• Student responses generated using a braille writer must be

transcribed verbatim by a Test Administrator into the student’s

standard test booklet, answer document, or TestNav. Only

transcribed responses will be scored. Responses must be transcribed

either by the teacher of the student with visual impairment or a Test

Administrator supervised by the teacher of the student with visual

impairment.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

• Test Administrators are responsible for collecting all nonscorable

student work created using assistive technology devices. Test-related

content must be deleted from all devices. Nonscorable student work

must be securely shredded.

Calculation Device

(on Calculator Sections

of Mathematics

Assessments)

(SR/PNP Reference is

not applicable)

Before Testing:

• Materials:

Allowable calculators for the calculator accommodation on

calculator sections include:

▪ Grades 3-5: Four-function with square root and

percentage functions.

▪ Grades 6-7: Four-function with square root and

percentage functions.

▪ Grade 8: Scientific calculators (Student may

also bring a four-function with square root and

percentage functions in addition to a grade-level

calculator).

▪ High School: Graphing calculators with

functionalities consistent with TI-84 or similar

models (Student may also bring a scientific

calculator or a four-function with square root and

percentage functions).

During Testing: A student uses a specific calculation device (e.g., large key,

talking, or other adapted calculator) other than the embedded grade-level

calculator on the CALCULATOR SECTION of the mathematics assessments. If a

talking calculator is used, the student must use headphones or be tested in a

separate setting.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Calculation Device and

Mathematics Tools

(on Non-Calculator

Sections of

Mathematics

Assessments)

(SR/PNP Reference BV)

Before Testing:

• Purpose: The purpose of the calculation device on the non-

calculator sections accommodation is to provide access for students

with a disability that severely limits or prevents their ability to

perform basic calculations (i.e., student is unable to perform single-

digit addition, subtraction, multiplication, or division). For these

students, a calculation device may be used on the non-calculator

AND calculator sections of the mathematics assessments. The IEP or

504 plan must specify which device(s) or manipulatives.

• Identification for SR/PNP: Student’s SR/PNP must have Calculation

Device and Mathematics Tools on non-calculator sections selected.

• Materials:

Hand-held calculator.

Allowable calculators for the calculator accommodation on

non-calculator sections:

▪

Grades 3-5: Four-function with square root and

percentage functions.

▪

Grades 6-7: Four-function with square root and

percentage functions.

▪

Grade 8: Scientific calculators (Student may

also bring a four-function with square root and

percentage functions in addition to grade-level

calculator).

▪

High School: Graphing calculators with

functionalities consistent with TI-84 or similar

models. (Student may also bring a scientific

calculator or a four-function with square root and

percentage functions).

Allowable mathematics tools include:

▪

Arithmetic tables (e.g., addition charts, subtraction

charts, multiplication charts; division charts).

▪

Two-color chips (e.g., single-sided or double-

sided).

▪

Counters and counting chips.

▪

Square tiles.

▪

Base 10 blocks.

▪

100s chart.

A student with a visual impairment may need other

mathematics tools, such as a large print ruler (embedded

ruler is designed in 18-point font), braille ruler, tactile

compass, or braille protractor. Note that braille

mathematics kits will include the appropriate grade-level

braille ruler and braille protractors. If a student requires

mathematics tools outside of what is permitted for use,

districts must complete and upload Appendix G: Unique

Accommodations Request Form, via PAN, for review and

approval.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

During Testing: A student uses a calculation device (e.g., four-function

calculator, large key, or other adapted calculator), arithmetic table (including

addition/subtraction and/or multiplication/division charts), and/or

manipulatives (IEP or 504 plan must specify which device or manipulative)

on the NON-CALCULATOR SECTIONS of the mathematics assessments. If a

talking calculator is used, the student must use headphones or be tested in a

separate setting.

Important Guidelines for identifying students to receive this

accommodation:

IEP teams and 504 Plan Coordinators should carefully review the following

guidelines before identifying students to receive this accommodation. If all

guidelines are NOT met, and the student is given Calculation Device and

Mathematics Tools without proper documentation, the student’s assessment

score may be invalidated and the score would not be counted in the overall

assessment results (i.e., the student would be considered a “non-participant”

for the mathematics assessment.)

In making decisions whether to provide the student with this

accommodation, IEP teams and 504 Plan Coordinators should consider

whether the student has:

• A disability that severely limits or prevents the student’s ability to

perform basic calculations (i.e., single-digit addition, subtraction,

multiplication, or division), even after varied and repeated attempts

to teach the student to do so.

Before listing the accommodation in the student’s IEP/504 plan, teams should

also consider whether:

• The student is unable to perform calculations without the use of a

calculation device, arithmetic table, or manipulative during routine

instruction.

• The student’s inability to perform mathematical calculations is

documented in evaluation summaries from locally-administered

diagnostic assessments.

• The student receives ongoing, intensive instruction and/or

interventions to learn to calculate without using a calculation

device, in order to ensure that the student continues to learn basic

calculation and fluency.

For a student who receives this accommodation, no claims should be inferred

regarding the student’s ability to perform basic mathematical calculations

without the use of a calculator.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

ELA Selected Response

or Technology

Enhanced Items

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology

Device

(SR/PNP

Reference BX)

Mathematics/Science

Accommodated

Response

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology

Device

(SR/PNP

Reference BY)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Speech-to-

Text, Human Scribe, Human Signer, or Assistive Technology Device

selected.

• Materials: External device provided by the student, if needed. If the

student uses speech-to-text software, such as Dragon® Naturally

Speaking, then a separate computer must be provided; one to

run the assessment on TestNav and a second computer to run

the software.

If using the Co:Writer or Read&Write extensions for TestNav, no

external device is needed. These speech-to-text extensions will

work as expected within a secure assessment in TestNav.

• Test Administrator Training: Test Administrators providing the scribe

accommodation must review:

o Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

o Appendix K: Human Signing Guidelines (signers only).

Note: If a student is using an allowable 3rd party external Assistive

Technology that provides speech-to-text functionality that will interact with

TestNav, the student must also be registered for Assistive Technology

Non-Screen Reader to allow the assistive technology to work. This includes

the Co:Writer and Read&Write extensions.

• Assistive technology, including speech-to-text software, should be

tested during an Infrastructure Trial. If during the Infrastructure Trial

the specific device will not interact with TestNav, a secondary testing

device to run the external device software will be needed. Some

speech-to-text software will not interact with TestNav, and users

should set up a separate, adjacent testing station; the student will

use two testing stations, one device with the test and one device

with the familiar software.

• Use of web-based 3rd party Assistive Technology guidelines can be

found at New Jersey Student Learning Assessment Resource Center.

Please note: If all guidelines are NOT followed accordingly, and the

student is given the ELA Selected Response or Technology Enhanced

Items, and/or Mathematics/Science Accommodated Response

accommodation, the student’s assessment score may be invalidated

and the score would not be counted in the overall assessment

results (i.e., the student would be considered a “non-participant” for

the ELA, mathematics, and/or science assessments.)

• Reference the Assistive Technology Guidelines available at

nj.mypearsonsupport.com.

During Testing: Student dictates responses either verbally, using an external

speech-to-text device, an augmentative/assistive communication device

(e.g., picture/word board), or by dictating, signing, gesturing, pointing, or

eye-gazing. The student must be tested in a separate setting. The student

must be familiar with any assistive technology external device used for test

administration. Important Note: TestNav does not have embedded Speech-

to-Text functionality - students must use allowable Assistive Technology

software or extensions or an external device (responses must be

transcribed).

7 This accommodation applies to Evidence Based Selected Response, and Technology Enhanced Constructed

Response items (not Prose Constructed Response items) on the English language arts (ELA) assessments.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

After Testing:

• Responses must be transcribed exactly as dictated/signed (e.g.,

the human scribe/signer may not change, embellish, or interpret a

student’s responses when transcribing) into the student’s standard

test booklet or answer document. Only transcribed responses will be

scored.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses for

protocol.

• Test Administrators are responsible for collecting all paper

nonscorable student work created using assistive technology

devices. Test-related content must be deleted from all devices.

Nonscorable student work must be securely shredded.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

ELA Constructed

Response

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology

Device

(SR/PNP

Reference BW)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Speech-to-

Text, Human Scribe, Human Signer, or Assistive Technology Device

selected.

• If you plan to use a Chromebook or iPad as a third-party external

assistive technology device, contact the appropriate NJDOE contact

for additional guidance.

• Materials: External device provided by the student, if needed.

• Test Administrator Training: Test Administrators providing the scribe

accommodation must review:

o Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

o Appendix K: Human Signing Guidelines (signers only).

Note: If a student is using an allowable 3rd party external Assistive

Technology that provides speech-to-text functionality that will interact with

TestNav, the student must also be registered for Assistive Technology Non-

Screen Reader to allow the assistive technology to work. This includes the

Co:Writer and Read&Write extensions.

• Assistive technology, including speech-to-text software, should be

tested during an Infrastructure Trial. If during the Infrastructure Trial

the specific device will not interact with TestNav, a secondary testing

device to run the external device software will be needed. Some

speech-to-text software will not interact with TestNav, and users

should set up a separate, adjacent testing station; the student will

use two testing stations, one device with the test and one device

with the familiar software.

• Use of web-based 3rd party Assistive Technology guidelines can be

found at New Jersey Student Learning Assessment Resource Center.

Important Note: If all guidelines are NOT followed accordingly, and

the student is given the ELA Constructed Response accommodation,

the student’s assessment score may be invalidated and the score

would not be counted in the overall assessment results (i.e., the

student would be considered a “non-participant” for the ELA

assessment.)

• Reference the Assistive Technology Guidelines available at

nj.mypearsonsupport.com.

During Testing: Student dictates responses either verbally, using an external

speech-to-text device, an augmentative/assistive communication device

(e.g., picture/word board), or by dictating, signing, gesturing, pointing, or

eye-gazing. The student must be tested in a separate setting. The student

must be familiar with any assistive technology external device used for test

administration. Important Note: TestNav does not have embedded Speech-

to-Text functionality - students must use allowable Assistive Technology or

extension or an external device (responses must be transcribed).

8 This accommodation applies to Prose Constructed Responses on the ELA assessments.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

After Testing:

• Responses must be transcribed exactly as dictated/signed (e.g.,

the human scribe/signer may not change, embellish, or interpret a

student’s responses when transcribing) into the student’s standard

test booklet or answer document. Only transcribed responses will be

scored.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses for

protocol.

• Test Administrators are responsible for collecting all nonscorable

student work created using assistive technology devices. Test-related

content must be deleted from all devices. Nonscorable student work

must be securely shredded.

Important Guidelines for identifying students to receive these

accommodations:

IEP teams and 504 Plan Coordinators should carefully review the following

guidelines before identifying a student to receive this accommodation.

If all guidelines are NOT met, and the student is given the Human Scribe

accommodation on a New Jersey English language arts (ELA) assessment,

the student’s assessment score may be invalidated and the score would

not be counted in the overall assessment results (i.e., the student would

be considered a “non-participant” for the English language arts (ELA)

assessment.)

In making decisions whether to provide the student with this

accommodation, IEP teams and 504 Plan Coordinators should consider

whether the student has:

• A physical disability that severely limits or prevents the student’s

motor process of writing through keyboarding;

• A disability that severely limits or prevents the student from

expressing written language, even after varied and repeated

attempts to teach the student to do so.

Before listing the accommodation in the student’s IEP or 504 plan, teams/

coordinators should also consider whether:

• The student’s inability to express in writing is documented in

evaluation summaries from locally-administered diagnostic

assessments;

• The student routinely uses a scribe for written assignments; and

• The student receives ongoing, intensive instruction and/or

interventions to learn written expression, as deemed appropriate by

the IEP team or 504 Plan Coordinator.

Monitor Test Response

(SR/PNP Reference BZ)

During Testing: The Test Administrator monitors proper placement of student

responses. This accommodation is to ensure that the student is marking

the answer for the problem the student intends to answer. For example, a

student may accidentally skip a question. The Test Administrator CANNOT

assist the student in any way with respect to the content of the item.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Word Prediction

(SR/PNP Reference CA)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Word

Prediction selected.

• Materials: A license for Co:Writer or Read&Write extensions or an

external Word Prediction Device.

Note: If a student is using an allowable 3rd party external Assistive

Technology that provides Word Prediction functionality that will interact with

TestNav, the student must also be registered for Assistive Technology Non-

Screen Reader to allow the assistive technology to work. This includes the

Co:Writer and Read&Write extensions.

• Assistive technology should be tested during an Infrastructure Trial.

If during the Infrastructure Trial the specific device will not interact

with TestNav, a secondary testing device to run the external device

software will be needed. Some external word prediction software

will not interact with TestNav, and users should set up a separate,

adjacent testing station; the student will use two testing stations,

one device with the test and one device with the familiar software.

• Reference the Assistive Technology Guidelines available at

nj.mypearsonsupport.com.

During Testing: The student uses the Co:Writer or Read&Write for TestNav

extensions or an external word prediction device that provides a bank of

frequently- or recently used words on-screen after the student enters the first

few letters of a word. The student must be familiar with the use of the

external device prior to assessment administration. The device may not

connect to the internet or save information.

After Testing:

• Student responses generated using the External Word Prediction

Device software must be transcribed verbatim by a Test

Administrator into TestNav. Only transcribed responses submitted

in TestNav will be scored. Important Note: If the student is writing

their responses directly into TestNav through the external software

for word prediction, then transcribing is not necessary.

• Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses.

• Test Administrators are responsible for collecting all nonscorable

student work created using external word prediction device

software. Test-related content must be deleted from all devices.

Nonscorable student work must be securely shredded.

Important Guidelines for identifying students to receive this

accommodation:

IEP teams and 504 Plan Coordinators should carefully review the following

guidelines before identifying a student to receive this accommodation.

In making decisions whether to provide the student with this

accommodation, IEP teams and 504 Plan Coordinators are instructed to

consider whether the student has:

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

• A physical disability that severely limits or prevents the student from

writing or keyboarding responses;

• A disability that severely limits or prevents the student from

recalling, processing, and expressing written language, even after

varied and repeated attempts to teach the student to do so.

Before listing the accommodation in the student’s IEP/504 plan, teams/

coordinators are instructed to consider whether:

• The student’s inability to express in writing is documented in

evaluation summaries from locally administered diagnostic

assessments;

• The student routinely uses a word-prediction device or software

during classroom writing assignments; and

• The student receives ongoing, intensive instruction, and/or

intervention in language processing and writing, as deemed

appropriate by the IEP team/504 Plan Coordinator.

Table 5 describes the TIMING AND SCHEDULING ACCOMMODATION for students with disabilities that

is intended to increase the allowable time in which to complete an assessment. The table outlines

the activities needed before, during, and after testing necessary to successfully administer the

assessments with this accommodation. Accommodations for students with disabilities must be

pre-selected for the student in the SR/PNP. This information is included in the “Before Testing”

guidance and the corresponding column in the SR/PNP file is also provided.

Table 5: Timing and Scheduling Accommodation for Students with Disabilities

Accommodation

Administration Guidelines

Extended Time

(SR/PNP Reference

CK)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have extended time

selected. The amount of time a student receives should be indicated in

the student’s IEP or 504 plan. The student does not need to take the full

day if it is not needed.

• Test Administrator Training: Test Administrators providing this

accommodation must review:

o Appendix E: Guidance for Selecting and Administering the

Extended Time Accommodation.

During Testing: Students have until the end of the school day to complete a single

test unit administered during the prescribed testing window. It is recommended

to test students receiving the extended time accommodation in a separate setting

to minimize distractions to other students, and to schedule these students for

testing in the morning to allow adequate time for completion of a test unit by the

end of the school day.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodations for English Language Learners

Table 6 lists the accommodations on the NJSLA that are available to ELLs, cross-referenced with

recommendations regarding the effectiveness of the accommodation based on the English Language

Proficiency (ELP) level of the student. See Section 4 for how ELP is determined.

Table 6: Guidance on Selection of Accommodations for English Language Learners

KEY for Table 6:



Highly recommended for use by ELLs at this ELP level



Recommended for use by ELLs at this ELP level



May not be appropriate for students at this ELP level

Accommodations

Most likely to benefit ELLs at this ELP Level

Beginning

Intermediate

Advanced

Extended time



Word-to-Word Dictionary

(English/Native Language)





Mathematics/Science Response Speech-to-

Text

Mathematics/Science Response Human

Scribe/Human Signer







General Administration Directions Read

Aloud and Repeated in Student’s Native

Language (by Test Administrator)







General Administration Directions Clarified

as Needed in Student’s Native Language

(by Test Administrator)







Online Transadaptation of the Mathematics/

Science Assessments in Spanish







Paper-Based Edition of the Mathematics/

Science Assessments in Spanish







Large Print Edition of the Mathematics/

Science Assessments in Spanish







Text-to-Speech for the Mathematics/Science

Assessments in Spanish

Human Reader for the Mathematics/Science

Assessments in Spanish







SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table 7 provides a list of ACCOMMODATIONS for ELLs. The table describes the activities needed

before, during, and after testing necessary to administer these accommodations appropriately.

Accommodations for ELLs must be pre-selected for the student in the SR/PNP. This information is

included in the “Before Testing” guidance and the corresponding column in the SR/PNP file is also

provided.

Table 7: Accommodations for English Language Learners

Accommodation

Administration Guidelines

Extended time

(SR/PNP Reference

CK)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have extended time

selected.

• Test Administrator Training: Test Administrators providing this

accommodation must review:

o Appendix E: Guidance for Selecting and Administering the

Extended Time Accommodation.

During Testing: Students have until the end of the school day to complete a

single test unit administered during the prescribed testing window. The amount

of time a student receives must be indicated in advance. It is recommended to

test students receiving the extended time accommodation in a separate setting

to minimize distractions to other students, and to schedule these students for

testing in the morning to allow adequate time for completion of a test unit by

the end of the school day.

Word-to-Word

Dictionary (English/

Native Language)

(SR/PNP Reference

CF)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have word-to-word

dictionary selected.

• Materials: Word-to-word dictionaries are provided to students by their

school, based on those used by the student for routine classroom

instruction.

During Testing: The student uses a published bilingual, word-to-word dictionary

that does not include definitions, pronunciation, phrases, sentences, or

pictures. The student should be familiar with the dictionary they will use

during testing. Students should be given ample time to complete the test

using the accommodation. If no printed word-to-word dictionary can be found

for a specific language, an electronic translator may be used. The device may

not connect to the internet or store information, and therefore, web-based

translators are not allowed.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

English

Language Learner

Accommodated

Response for the

Mathematics/

Science Assessments

in Spanish

•

Speech-to-

Text

•

Human

Scribe/

Human

Signer

(SR/PNP

Reference

CD)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Speech-to-Text

or Human Scribe selected.

• Materials: External device provided by the student, if needed. If the

student uses speech-to-text software, such as Dragon® Naturally

Speaking, then a separate computer must be provided; one to run the

assessment on TestNav and a second computer to run the software.

TestNav does not contain embedded speech-to-text software.

If using the Co:Writer or Read&Write extensions for TestNav, no

external device is needed. These speech-to-text extensions will

work as expected within a secure assessment in TestNav.

• Test Administrator Training: Test Administrators providing the scribe

accommodation must review:

o Appendix C: Protocol for the Use of the Scribe Accommodation

and for Transcribing Student Responses.

Note: If a student is using an allowable 3rd party external Assistive Technology

that provides speech-to-text functionality that will interact with TestNav, the

student must also be registered for Assistive Technology Non-Screen Reader to

allow the assistive technology to work. This includes the Co:Writer and

Read&Write extensions.

• Assistive technology, including speech-to-text software, should be

tested during an Infrastructure Trial. If during the Infrastructure Trial

the specific device will not interact with TestNav, a secondary testing

device to run the external device software will be needed. Some

speech-to-text software will not interact with TestNav, and users

should set up a separate, adjacent testing station; the student will use

two testing stations, one device with the test and one device with the

familiar software.

• Use of web-based 3rd party Assistive Technology guidelines can be

found at New Jersey Student Learning Assessment Resource Center.

Please note: If all guidelines are NOT followed accordingly, and the

student is given the ELL Accommodated Response for Mathematics/

Science accommodation, the student’s assessment score may

be invalidated and the score would not be counted in the overall

assessment results (i.e., the student would be considered a “non-

participant” for the mathematics and/or science assessments.)

• Reference the Assistive Technology Guidelines available at

nj.mypearsonsupport.com.

During Testing: A student dictates responses verbally, using an external speech-

to-text device or by dictating. The student must be tested in a separate setting.

The student must already be familiar with any external device used for this

accommodation. Important Note: TestNav does not have embedded Speech-

to-Text functionality - students must use allowable Assistive Technology

software or extensions or an external device (responses must be transcribed).

After Testing:

• Responses must be transcribed exactly as dictated/signed (e.g.,

the human scribe/signer may not change, embellish, or interpret a

student’s responses when transcribing) into the student’s standard

test booklet or answer document. Only transcribed responses will be

scored.

• Refer to Appendix C: Protocol for the Use of the Scribe Accommodation

and for Transcribing Student Responses for protocol.

• Test Administrators are responsible for collecting and shredding all

nonscorable student work created using assistive technology devices.

Test-related content must be deleted from all devices.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

General

Administration

Directions Read

Aloud in Student's

Native Language

(SR/PNP Reference

CC)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have General

Administration Directions Read Aloud and Repeated in Student’s Native

Language selected.

• Materials:

NJSLA will provide written general test administration

directions in the following languages

▪ Arabic

▪ Bengali

▪ Chinese (Mandarin)

▪ Gujarati

▪ Haitian Creole

▪ Korean

▪ Portuguese

▪ Russian

▪ Spanish

▪ Urdu

If written general

test administration directions are

not available in the student’s native language, district

personnel fluent both in English and the student’s native

language may provide the translated directions for the

Test Administrator to read to the student.

• Test Administrator Training: Test Administrators providing the

general administration directions in languages other than English

must review the directions in advance in order to provide consistent

transadaptations. Test Administrators providing this accommodation

will ideally be literate and fluent in English, as well as in the student’s

native language.

During Testing: The Test Administrator reads aloud the general administration

instructions in the student’s native language. The student may request that

directions be repeated. The student must be tested in a separate setting.

General

Administration

Directions Clarified

in Student's Native

Language

(SR/PNP Reference

CB)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have General

Administration Directions Clarified in Student’s Native Language

selected.

• Test Administrator Training: Test Administrators providing this

accommodation should be literate and fluent in English, as well as in

the student’s native language.

During Testing: The Test Administrator clarifies general administration directions

only in the student’s native language. Test Administrators providing this

accommodation should ideally be literate and fluent in English, as well as in the

student’s native language, if available.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Spanish

Transadaptation of

the Mathematics/

Science Assessments

in Spanish

(SR/PNP Reference

CE)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Online

Transadaptation in Spanish selected. Once a student is placed into a

test session, the student will be assigned an online form in Spanish.

• Test Administer Training: Test Administrators providing this

accommodation should ideally be literate and fluent in English and

Spanish, since test administration directions will be read to the student

in Spanish.

During Testing: A student takes the online mathematics and/or science

assessment with content presented in Spanish

Note: If the student is also receiving a Human Reader accessibility feature, the

test can be read aloud in Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish).

Spanish

Transadaptation of

the Mathematics/

Science Assessments

in Spanish

(SR/PNP Reference

CE)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Paper-Based

Edition in Spanish selected.

• Materials: Paper-Based Edition of the Mathematics Assessment in

Spanish.

• Test Administrator Training: For ELLs, and ELLs with disabilities,

administrators must review the following:

o Appendix A: Accessibility Features and Accommodations for

Students Taking the Paper-Based NJSLA.

o Test Administrators providing this accommodation should

ideally be literate and fluent in English and Spanish, since

test administration directions will be read to the student in

Spanish.

During Testing: The student takes a paper-based mathematics and/or science

assessment with content presented in Spanish.

Note: If the student is also receiving a Human Reader accessibility feature, the

test can be read aloud in Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish).

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Large Print Edition

of the Mathematics/

Science Assessment

in Spanish

(SR/PNP Reference

BP and CE)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Large Print

Edition selected.

• Materials: Large Print Test Kit includes a large print assessment booklet,

standard test booklet or answer document for transcription, and

supplementary large print mathematics materials (large print ruler &

protractor), when appropriate.

• Test Administrator Training: Test Administrators providing this

accommodation should ideally be literate and fluent in English and

Spanish since test administration directions will be read to the student

in Spanish. Test Administrators of students with visual impairments

must review:

o Appendix L: NJSLA for Students with Visual Impairment,

Including Blindness.

o Appendix A: Accessibility Features and Accommodations for

Students Taking the Paper-Based NJSLA.

During Testing: A large print paper-based form of the mathematics/science

assessment in Spanish is available for a student with a visual impairment who

is unable to take a computer-based assessment due to their disability. The

font size for the NJSLA large print edition will be 18 point on paper sized 14"

x 18". Students will not record their answers in standard print test booklets

or answer documents. Instead, students will circle their answers in the large

print test booklets. Students will need to write their answers in boxes at the

top of the answer grids, but they do not need to bubble in their answers. Test

Administrators should refer to the TAM Scripts for instances where they should

demonstrate an activity or display information. Demonstrations should be

conducted where they are visible for each student (e.g., on the board, near the

student).

After Testing:

• Responses must be transcribed verbatim in Spanish by a Test

Administrator in a standard student test booklet or answer document,

which is included in the Large Print Test Kit. Only transcribed

responses will be scored. At least two persons must be present during

transcription of student responses (one transcriber and one observer

confirming accuracy). It is recommended that one of the individuals be

a District or School Test Coordinator.

• Refer to Appendix C: Protocol for the Use of the Scribe Accommodation

and for Transcribing Student Responses.

Note: If the student is also receiving a human reader accessibility feature, the

test can be read aloud in Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish).

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

Text-to-Speech for

the Mathematics/

Science Assessments

in Spanish

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Text-to-Speech

in Spanish selected. Once a student is placed into a test session, the

student will be assigned a form with embedded text-to-speech on the

online Spanish form. Proctor caching is strongly encouraged. If this

content is not cached, it may present challenges for students during

testing. The volume level must be determined prior to testing. Once

testing begins, the volume cannot be changed. Student must be tested

in a separate setting if unable to wear headphones.

• Test Administrator Training:

Refer to the Text-to-Speech Tutorial on

nj.mypearsonsupport.com for training on functionality.

Test Administrators providing this accommodation should

ideally be literate and fluent in English and Spanish, since

test administration directions will be read to the student in

Spanish.

• Differences Between Text Only and Text Plus Graphics:

Text Plus Graphics - Reads all printed text and the hidden

alternate text descriptions for images.

Text Only - Reads printed text but does not read any alternate

text descriptions for images.

During Testing: The student selects the “Text-to-Speech Player” icon on the

toolbar on the right side of the screen. The test is read aloud to the student in

Spanish using embedded text-to-speech software. The student may pause and

resume the audio as needed. To choose a speed (slow, normal, fast), select the

“Text-to-Speech Settings” icon. Once the test begins, the volume level cannot

be changed. Student must be tested in a separate setting if unable to wear

headphones.

New Features: Forward and Back buttons are now available. These buttons

were added to jump back to the beginning of the text or to skip to the next

section of text. A Listen feature was added to the Highlighter tool, this functions

like the “Click to Hear” button.

Human Reader for

the Mathematics/

Science Assessments

in Spanish (or other

languages)

(SR/PNP Reference

CE and CH)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must have Human Reader

in Spanish (or other languages) selected.

A student must be manually placed into a Human Reader test

session to provide the Human Reader accessibility feature.

This will assign all students in the test session the same form

as the Test Administrator and will match the Human Reader

Script. Students in these sessions cannot have other PNP

form supported accommodations such as Text-to-Speech

(TTS), American Sign Language (ASL), Closed Captioning (CC),

Assistive Technology – Screen Reader, Assistive Technology

Non-Screen Reader. Important Note: Failure to manually place

the students in a Human Reader session will result in the

student receiving a form that differs from the form needed to

provide the accessibility feature.

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accommodation

Administration Guidelines

The Test Administrator will be assigned a separate

authorization login to access the same form as all students

within the Human Reader session and also receive a secure

Mathematics Human Reader Script.

• Materials: Mathematics Human Reader Script in Spanish

• Test Administrator Training: Human Readers providing this

accommodation must review:

The Mathematics Human Reader Script in Spanish at least two

full school days prior to testing. Review of the Human Reader

Script must occur in a SECURE ENVIRONMENT.

Appendix B: Test Administration Protocol for the Human

Reader Accommodation for English Language Arts (ELA)

Assessments, and the Human Reader Accessibility Feature for

Mathematics/Science Assessments.

Test Administrators providing this accommodation should

ideally be literate and fluent in English and Spanish, since

test administration directions will be read to the student in

Spanish.

During Testing: A Test Administrator (Human Reader or Human Signer) reads

aloud to a student using the provided Human Reader Script. The student must

be tested in a separate setting, and the Test Administrator must provide the read

aloud in Spanish only (i.e., the test cannot be read aloud in English in addition

to Spanish). Students may be tested in an individual or small group setting.

Small group is defined as a small number of students not to exceed 15, with

similar accessibility features and/or accommodations who will be administered

the test as a group. Student IEPs may specify a smaller group size and must be

accommodated during testing. Districts/schools are responsible for determining

the composition and compatibility of the members of the small group.

After Testing: Human Reader Scripts are secure, and Test Coordinators are

responsible for returning the Human Reader Scripts with the nonscorable

materials.

Note: If the student is also receiving a Human Reader accessibility feature, the

test can be read aloud in Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish).

SECTION 2

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix A: Accessibility Features and Accommodations for Students Taking

the Paper-Based NJSLA

Students who may participate in a Paper-Based NJSLA

Although the NJSLA are computer-based using an online testing platform, there may be specific

instances which require a student to take a paper-based assessment instead. The following conditions

may result in a school choosing to administer a paper-based assessment:

• Condition #1: A student is unable to use a computer due to the impact of their disability. The

student’s inability to participate in computer-based assessments should be documented in an

Individualized Education Program (IEP) or 504 plan.

o Examples may include:

▪ A student with a disability who cannot participate in the online assessment

due to a health-related disability, neurological disorder, or other complex

disability, and/or cannot meet the demands of a computer-based test

administration;

▪ A student with an emotional, behavioral, or other disability who is unable

to maintain sufficient concentration to participate in a computer-based test

administration, even with test accommodations;

▪ A student with a disability who requires assistive technology that is not

compatible with the testing platform.

• Condition #2: A student who recently entered the school and has had very little or no prior

experience or familiarity with technology.

• Condition #3: A student who is unable to access an online assessment due to religious beliefs.

There are a few accessibility features that must be pre-selected for the student in the SR/PNP.

Accommodations for students with disabilities and/or ELLs must be pre-selected for the student

in the SR/PNP. When needed for the paper-based accessibility feature or accommodation, this

information is included in the “Before Testing” guidance and the corresponding column in the

SR/PNP file is also provided.

Refer to the NJSLA Accessibility Features and Accommodations Manual for additional information

concerning test administration considerations, accessibility features, and accommodations.

Table A1: Accessibility Features for All Students Taking Paper-Based Assessments

Table A1 includes Features for All Students & Accessibility Features Identified in Advance.

CBT Comparable

Accessibility Feature

PBT Accessibility

Feature

PBT Administration Guidelines

Answer Masking

External Masking

Cards (Visual Aids/

Organizers)

(SR/PNP Reference

Before Testing:

•

Identification for SR/PNP: Student’s SR/PNP must

have Answer Masking selected.

•

Materials: Test Administrator provides student with

blank masking cards.

During Testing: The student may cover or uncover answer

options with external blank masking cards as needed.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accessibility Feature

PBT Accessibility

Feature

PBT Administration Guidelines

Audio

Amplification

Auditory Aids

Before Testing: The student brings familiar auditory aid to

the test administration.

During Testing: The student uses amplification device

assistive technology (e.g. FM System), noise buffers, or

white noise machines (provided by the school or student).

Bookmark

Place Markers

(Visual Aids/

Organizers)

Before Testing:

• Materials: Test Administrator provides student with

place markers.

During Testing: The student uses non-sticky place markers

to “bookmark” items to review later. All place markers must

be removed before test booklet or answer document is

submitted for scoring.

Color Contrast

(Background/Font

Color)

Colored Overlays

(SR/PNP Reference

BI)

Before Testing:

• Identification for SR/PNP: Test Administrator

provides student with colored overlays.

During Testing: The student uses colored overlays when

taking the assessment. The color is pre-selected and should

match what is currently used during instruction.

Blank Scratch

Paper

(provided by Test

Administrator)

Same as CBT

Before Testing: Test Administrators must supply at least one

page of blank scratch paper (i.e., either unlined, lined, or

graph) per student, per unit. If graph paper is used during

mathematics instruction, it is recommended that schools

provide graph paper as scratch paper for mathematics units.

Students with visual impairments may also use braille paper,

raised line paper, bold line paper, raised line graph paper,

bold line graph paper, abacus, or Math Window.

During Testing: The student uses blank scratch paper (lined,

un-lined, or graph) to take notes and/or work through

items during testing. Additional pages may be provided as

needed. Important Note: Students must be provided with

one sheet of blank scratch paper at a time. If a student

requires an additional sheet of blank scratch paper, the Test

Administrator must collect the used scratch paper before

providing the student with a new one.

After Testing: Test Administrators are responsible for

collecting ALL scratch paper after testing is completed to

be securely destroyed. Scratch paper must be securely

shredded if it has been used. Schools may reuse unused

scratch paper only if paper is completely blank.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accessibility Feature

PBT Accessibility

Feature

PBT Administration Guidelines

Eliminate Answer

Choices

Writing

Instrument

During Testing: The student may use removable markers

(e.g. small strips of paper) to indicate that they are

eliminating an answer. Placing any stray marks in the answer

area may conflict with accurate scoring.

After Testing: The Test Administrator ensures no small strips

of paper are still in the booklets.

General

Administration

Directions Read

Aloud and

Repeated as

Needed

(by Test

Administrator)

Same as CBT

During Testing: The Test Administrator reads aloud the

general administration directions only. A student may raise

their hand and request the directions be repeated.

General

Administration

Directions Clarified

(by Test

Administrator)

Same as CBT

During Testing: The Test Administrator clarifies general

administration directions only. No passages or test items

may be clarified.

Highlight Tool

Highlighter

Before Testing:

• Materials: Test Administrator provides student with

highlighter(s). Multiple colors may be provided.

During Testing: The student highlights text as needed to

recall and/or emphasize. Multiple colors may be provided.

Headphones or

Noise Buffers

Same as CBT

Before Testing:

• Materials: Test Administrator provides student with

headphones.

During Testing: The student uses headphones or noise

buffers to minimize distraction or filter external noise during

testing. If headphones are used only as noise buffers, they

should not be plugged into the student’s device.

Line Reader Mask

Tool

Straight Edge

(Visual Aids/

Organizers)

Before Testing:

• Materials: Test Administrator provides student with

blank straight edge.

During Testing: The student uses a blank straight edge as

they read and follows along with the text.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accessibility Feature

PBT Accessibility

Feature

PBT Administration Guidelines

Magnification/

Enlargement

Device

Magnification/

Enlargement

Device

Before Testing:

• Materials: Test Administrator provides student with

magnification/enlargement device.

During Testing:

• The student uses external magnification or

enlargement devices to increase the font or graphic

size (e.g., projector, CCTV, eye-glass mounted or

hand-held magnifiers, electronic magnification

systems, etc.).

Note Pad

Blank Scratch

Paper

See Blank Scratch Paper

Pop-up Glossary

Glossary in

Footnotes

During Testing: The student refers to a glossary of pre-

selected, construct-irrelevant words in the footnotes of the

paper-based test.

Redirect Student

to the Test

(by Test

Administrator)

Same as CBT

During Testing: The Test Administrator redirects the

student’s attention to the test without coaching or assisting

the student in any way. There is no limit to the number of

times a Test Administrator can redirect a student back to

the test. Examples: Providing reminders to stay on task and

focused during the assessments; Providing a visual cue to

the student to remain on task.

Spell Check or

External Spell

Check Device

External Spell

Check Device

Before Testing:

• Materials: Test Administrator provides student with

external spell check device.

During Testing: The student uses an external spell check

device. Device may not have embedded grammar check,

connect to the internet, or save information.

Student Reads

Assessment Aloud

to Self

(SR/PNP Reference

BG)

Same as CBT

During Testing: The student reads aloud the assessment to

themselves. Students may use an external device such as a

whisper phone. The student must be tested in a separate

setting.

Text-to-Speech

for Mathematics/

Science Tests

Human Reader

(SR/PNP Reference

CH)

See Human Reader

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accessibility Feature

PBT Accessibility

Feature

PBT Administration Guidelines

Human Reader

or Human Signer

for Mathematics/

Science Tests

(SR/PNP Reference

CH)

Same as CBT

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP must

have Human Reader/Human Signer selected. For

the Human Reader/Human Signer, students must

be placed in a Read Aloud session type when

creating test sessions.

• Materials: Read Aloud Kits, which include one copy

of the student test booklet and answer document

and a Mathematics Human Reader Script.

• Test Administrator Training: Test Administrators

providing this accessibility feature must review:

Read Aloud Kits, including the

Mathematics Human Reader Script, at

least two school days prior to testing, with

kits provided to schools for this purpose.

Review of Read Aloud Kits must occur in a

SECURE ENVIRONMENT.

Appendix B: Test Administration Protocol

for the Human Reader Accommodation for

English Language Arts (ELA) Assessments,

and the Human Reader Accessibility

Feature for Mathematics/Science

Assessments.

Appendix I: Human Signer Guidelines

(signers only).

Appendix J: NJSLA for Students with Visual

Impairment, Including Blindness

During Testing: A Test Administrator (Human Reader or

Human Signer) reads aloud to a student using the provided

Human Reader script and test booklet. The student must

be tested in an individual or small group setting. Small

group is defined as a small number of students not to

exceed 15, with similar accessibility features and/or

accommodations who will be administered the test as a

group. Student IEPs may specify a smaller group size and

must be accommodated during testing. Districts/schools

are responsible for determining the composition and

compatibility of the members of the small group.

After Testing: Human Reader Scripts are secure, and Test

Coordinators are responsible for returning the Human

Reader Scripts with the non-scorable materials.

Writing Tools

Writing

Instrument

During Testing: The student uses a writing instrument on

written responses to underline, bold, or add bullets for

formatting.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Administrative Considerations for All Students

Detailed guidelines on the administration of the New Jersey assessments will be included in the Test

Administrator Manuals and the Test Coordinator Manuals.

Although students are generally tested in their regular classroom and follow the standard test

administration schedule for the grade and content area being assessed, the principal has the

authority to schedule students in testing spaces other than regular classrooms, and at different

scheduled times, as long as all requirements for testing conditions and test security are met as set

forth in the Test Administrator Manuals and Test Coordinator Manuals. Decisions may be considered,

for example, that benefit students who are easily distracted in large group settings by testing them in

a small group or individual setting. In general, changes to the timing, setting, or conditions of testing

are left to the discretion of the principal or test coordinator.

In accordance with principles of universal design for assessment, NJSLA is providing the following

administrative guidance regarding the timing and scheduling of assessments, and setting/locations

for testing. These administrative considerations are available to all students. The principal

may determine that any student can receive one or more of the following test administration

considerations, regardless of the student’s status as a student with a disability or ELL.

Table A2: Administrative Considerations for All Students Taking Paper-Based Assessments, at

School’s Discretion

PBT Administrative Consideration

Description

Small Group Testing

(SR/PNP Reference BC)

Small group is defined as a small number of students not to exceed

15, with similar accessibility features and/or accommodations who

will be administered the test as a group. Student IEPs may specify

a smaller group size and must be accommodated during testing.

Districts/schools are responsible for determining the composition

and compatibility of the members of the small group.

Time of Day

(SR/PNP Reference BF)

Student is tested during a specific time of day based on their

individual needs (e.g., testing in the morning; no testing after

lunch).

Separate/Alternate Location

(SR/PNP Reference BB)

Student is tested in a specifically assigned location.

Specified Area or Setting

(SR/PNP Reference BE)

Student is tested in a specialized area or setting (e.g., front of the

classroom, seat near the door, library, etc.).

Adaptive and specialized

equipment or furniture

(SR/PNP Reference BD)

Student is provided specialized equipment or furniture needed for a

successful testing environment (e.g., low lighting; adaptive seat).

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

PBT Administrative Consideration

Description

Frequent breaks

(SR/PNP Reference BA)

Guidance on logistics for administrating the NJSLA with frequent

breaks:

•

Medical Breaks: Student takes a break due to pre-existing or

sudden onset of a temporary or long-term medical condition.

Student’s testing time stops.

•

IEP or Section 504 plan Breaks

Student takes a break as

determined by their IEP or Section 504 plan. Student’s testing

time stops.

•

Individual Bathroom Breaks: Student requests a bathroom

break within their overall allotted testing time. Student’s

testing time does not stop.

•

In-Chair Stretch Break: Student pauses and stretches.

Student’s testing time does not stop.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table A3: Presentation Accommodations for Students with Disabilities Taking Paper-Based

Assessments

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

Assistive Technology

(Non-Screen Reader)

(SR/PNP Reference

BL)

Assistive

Technology

(external)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Assistive Technology - Non-Screen

Reader selected.

During Testing: Students may use a range of assistive

technologies on the NJSLA, including those that are used

externally on a separate computer.

After Testing: Test Administrators are responsible for

collecting all nonscorable student work created from

assistive technology devices. Content must be cleared

off all devices. Paper nonscorable student work must

be securely shredded. Responses must be transcribed

verbatim by a test administrator in a standard student

test booklet or answer document. Only transcribed

responses will be scored.

Refer to Appendix C: Protocol for the Use of the Scribe

Accommodation and for Transcribing Student Responses

for protocol.

Screen Reader

Version

(for a student who

is blind or visually

impaired)

Hard Copy Braille

Edition

(SR/PNP Reference

BQ)

See Hard Copy Braille Edition

Refreshable Braille

Display

Hard Copy Braille

Edition

(SR/PNP Reference

BQ)

See Hard Copy Braille Edition

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

Braille with Tactile

Graphics

(SR/PNP Reference

BQ)

Hard Copy Braille

Edition

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Hard Copy Braille Edition selected.

• Materials: Braille Kits are required for

administration. Braille Kits include Test

Administrator Braille Scripts, one copy of

the student’s Hard Copy Braille Assessment,

standard test booklet or answer document

for transcription, and supplementary math

materials (braille ruler, braille protractor) where

appropriate.

• Test Administrator Training: Test Administrators

of students with visual impairments must

review:

Braille Kits, which will be provided to

schools at least two full school days prior

to testing in a SECURE ENVIRONMENT

for the Test Administrator to verify

that the braille code (Unified English

Braille (UEB)) is accurate on the test

booklet cover and review the braille

test administration scripts, including

information specific to administering

paper-based braille. Braille notes are

inserted behind the cover of the first

volume of the Braille test.

Important Note: Reading, viewing,

copying, or reproducing passages or test

items is prohibited.

Appendix J: NJSLA for Students with

Visual Impairment, Including Blindness

If needed by the student, braille test

booklets or answer documents may be

disassembled for testing (but must be

reassembled for return). It is critical that

Test Administrators count the number

of pages in the test booklet or answer

document prior to disassembling the

test booklets or answer documents to

help ensure that all pages are returned.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

During Testing: A student who is blind or has a visual

impairment and is unable to take the computer-based

test with a refreshable braille display may take the ELA,

mathematics, and science assessments using the hard

copy contracted braille edition.

Tactile graphics are already embedded in the hard

copy braille edition. For students using braille forms,

the Test Administrator directions for filling in a circle,

making marks, and erasing do not apply. Students should

number their responses to be sure that their answers

can be transcribed accurately into a scorable test booklet

or answer document.

After Testing:

• Responses must be transcribed verbatim by

a Test Administrator in a standard student

test booklet or answer document, which is

included in the Braille Test Kit. Only transcribed

responses will be scored.

• Refer to Appendix C: Protocol for the Use of

the Scribe Accommodation and for Transcribing

Student Responses for protocol.

• Test Administrators are responsible for

collecting all nonscorable student work created

from assistive technology devices. Content must

be cleared off all devices. Nonscorable student

work must be securely shredded.

• If the braille test booklet or answer document

was disassembled, it must be reassembled for

return. To reassemble test booklets or answer

documents, the Test Administrator may staple

or binder clip all pages for return. Failure to

return all pages will be considered a breach of

security.

Tactile Graphics

(SR/PNP Reference

BQ)

Tactile Graphics

Before Testing: Refer to Table 3d “Braille with Tactile

Graphics” for details.

During Testing: Tactile graphics will be embedded in the

hard copy braille edition assessments, when needed.

After Testing: Tactile graphics booklets contain secure

item content and should be handled as secure test

materials. Test Administrators should return tactile

graphics to Test Coordinators. Test Coordinators must

return tactile graphics with the nonscorable materials.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

Large Print

(SR/PNP Reference

BP)

Large Print Edition

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Large Print Edition selected.

• Materials: Large Print Test Kit includes a

large print assessment booklet, standard test

booklet or answer document for transcription,

Test Administrator large print scripts and

supplementary large print mathematics

materials (large print ruler & protractor), when

appropriate.

• Test Administrator Training: Test Administrators

of students with visual impairments must

review:

o Appendix J: NJSLA for Students with

Visual Impairment, Including Blindness

o Appendix A: Accessibility Features and

Accommodations for Students Taking

the Paper-Based NJSLA

During Testing: A large print paper-based form of each

assessment is available for a student with a visual

impairment who is unable to take a computer-based

assessment. The font size for the large print edition will

be 18 point on paper sized 14" x 18". Students will not

record their answers in standard print test booklets or

answer documents. Instead, students will circle their

answers in a large print test booklet. For constructed

response items, students will write their answers on

the lines provided in their large print test booklets. In

mathematics, students will need to write their answers

in boxes at the top of the answer grids, but they do not

need to bubble in their answers. Test Administrators

should refer to the Test Administrator Manual (TAM)

Scripts for instances where they should demonstrate an

activity or display information. Demonstrations should

be conducted where they are visible for each student

(e.g., on the board, near the student).

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

After Testing:

• Responses must be transcribed verbatim by a

Test Administrator in a standard student test

booklet or answer document, which is included

in the Large Print Test Kit. Only transcribed

responses will be scored. At least two persons

must be present during transcription of student

responses (one transcriber and one observer

confirming accuracy). It is recommended that

one of the individuals be a District or School

Test Coordinator.

• Refer to Appendix C: Protocol for the Use of

the Scribe Accommodation and for Transcribing

Student Responses.

Alternate

Representation –

Paper Test

(SR/PNP Reference

BQ)

Paper-Based

Edition

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Paper-Based Edition selected.

• Materials: Paper-Based Edition of the

assessment

• Test Administrator Training: Test Administrators

must review the following appendix for

accessibility features and accommodations in a

paper-based environment:

o Appendix A: Accessibility Features and

Accommodations for Students Taking

the Paper-Based NJSLA

During Testing: A paper-based assessment is available

for students who are unable to take a computer-based

assessment due to a disability.

Closed Captioning of

Multimedia on the

ELA Assessments

(SR/PNP Reference

BM)

N/A

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

ELA Assessments,

including items,

response options,

and passages

• Text-to-Speech

• ASL Video

• Human Reader/

Human Signer

(SR/PNP

Reference CH)

ELA Assessments,

including items,

response options,

and passages

•

Human

Reader/

Human

Signer

(SR/PNP

Reference CH)

Before Testing:

• Purpose: The purpose of the Human Reader/

Human Signer accommodation for the NJSLA

ELA assessment is to provide access to printed

or written texts on the NJSLA ELA assessments

for a very small number of students with print-

related disabilities who would otherwise be

unable to participate in the assessment because

their disability severely limits or prevents their

ability to access printed text by decoding. This

accommodation is not intended for students

reading somewhat (i.e., only moderately) below

grade level.

• Identification for SR/PNP: Student’s SR/PNP

must have Human Reader/Human Signer

selected.

• Tools for Identification: IEP teams/504 Plan

Coordinators should use the decision-making

tool available in Appendix D: Text-to-Speech,

ASL Video, or Human Reader/Human Signer

Guidance for English Language Arts (ELA)

Assessments to inform their decision-making.

• Materials: Read Aloud Kits, which include one

copy of the student test booklet and answer

document and an extra test booklet for Test

Administrators (Human Reader/Signer).

• Test Administrator Training: Test Administrators

providing this accommodation must review:

o Read Aloud Kits at least two school

days prior to testing, with kits provided

to schools for this purpose. Review

of Read Aloud Kits must occur in a

SECURE ENVIRONMENT.

o Appendix B: Test Administration

Protocol for the Human Reader

Accommodation for English Language

Arts (ELA) Assessments, and the

Human Reader Accessibility Feature for

Mathematics/Science Assessments.

o Appendix I: Human Signer Guidelines

(signers only)

o Appendix J: NJSLA for Students with

Visual Impairment, Including Blindness.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

During Testing: A student receives an audio

representation of the ELA assessment either through

a Human Reader/Signer. For Human Reader, the Test

Administrator will need to reference the NJSLA ELA

Audio Guidelines available on the NJSLA Resource

Center, https://nj.mypearsonsupport.com > Educator

Resources > Test Administration Resources >

Accessibility Features and Accommodations (AF&A)

Resources > Resources. Important Note: The student

that has a Human Reader or Signer, the student must be

tested in a separate setting.

Important Guidelines on identifying students for these

accommodations:

IEP teams and 504 Plan Coordinators should carefully

review the following guidelines before identifying

students to receive these accommodations on the ELA

assessments.

In making decisions on whether to provide a student

with this accommodation, IEP teams and 504 Plan

Coordinators should consider whether the student has:

• Blindness or a visual impairment and has not

learned (or is unable to use) braille;

• A disability that severely limits or prevents

him/her from accessing printed text, even

after varied and repeated attempts to teach

the student to do so (e.g., student is unable to

decode printed text);

• Deafness or a hearing impairment and is

severely limited or prevented from decoding

text due to a documented history of early and

prolonged language deprivation.

Before listing the accommodation in the student’s IEP or

504 plan, teams/coordinators should consider whether:

• The student has access to printed text during

routine instruction through a reader, other

spoken-text audio format, or signer;

• The student’s inability to decode printed text

or read braille is documented in evaluation

summaries from locally-administered diagnostic

assessments; and

• The student receives ongoing, intensive

instruction and/or interventions in the

foundational reading skills to continue to attain

the important college and career-ready skill of

independent reading.

Decisions about who receives this accommodation will

be made by IEP teams and 504 Plan Coordinators. For a

student who receives one of these accommodations, no

claims should be inferred regarding the student’s ability

to demonstrate foundational reading skills (i.e., decoding

and fluency).

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT

Accommodation

PBT Administration Guidelines

ASL Video

Human Signer for

Mathematics and

Science

(SR/PNP Reference

CH)

See Human Signer for Mathematics and Science

Human Signer for

Test Directions

(SR/PNP Reference

BS)

Same as CBT

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Human Signer for Test Directions

selected.

• Test Administrator Training: Human Signers

must review:

Test Administrator Scripts included in

the Test Administrator Manuals.

Appendix I: Human Signer Guidelines

(signer only)

During Testing: A human signer will sign the test

directions to a student. The student may either be tested

in a small group or a separate setting based on the

student’s experiences during classroom assessments.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table A4: Response Accommodations for Students with Disabilities Taking Paper-Based

Assessments

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Assistive

Technology

(Non-Screen

Reader)

Assistive Technology

(external)

(SR/PNP Reference BW,

BX, and BY)

Before Testing:

• Identification for SR/PNP: Student's SR/PNP

must have External Assistive Technology

Device selected.

During Testing: Students may use a range of assistive

technologies on the New Jersey assessments,

including those that are used externally on a

separate computer.

After Testing: Test Administrators are responsible

for collecting all nonscorable student work created

from assistive technology devices. Content must be

cleared off all devices. Paper nonscorable student

work must be securely shredded. Responses must

be transcribed verbatim by a test administrator in a

standard student test booklet or answer document.

Only transcribed responses will be scored.

Refer to Appendix C: Protocol for the Use of the

Scribe Accommodation and for Transcribing Student

Responses for protocol.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Electronic Braille

Response

(SR/PNP Reference

BU)

Braille Note-taker

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have braille note-taker selected.

During Testing: A student who is blind or has a visual

impairment may use an electronic braille note-taker.

The grammar checker, internet, and stored file

functionalities must be turned off. For students using

braille forms, Test Administrator directions for filling

in a circle, making marks, and erasing do not apply.

Students should number their responses to be sure

that their answers can be transcribed accurately into

a scorable test booklet or answer document.

After Testing:

• Student responses generated using

an electronic braille note-taker must

be transcribed verbatim by a Test

Administrator into the student’s standard

student booklet. Only transcribed

responses will be scored. Responses must

be transcribed by a teacher of the visually

impaired or a Test Administrator supervised

by a teacher of the visually impaired.

• Refer to Appendix C: Protocol for the Use

of the Scribe Accommodation and for

Transcribing Student Responses.

• Test Administrators are responsible for

collecting all nonscorable student work

created using assistive technology devices.

Test-related content must be deleted from

all devices. Nonscorable student work must

be securely shredded.

Electronic Braille

Response

(SR/PNP Reference

BU)

Electronic Braille

Response

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have braille writer selected.

During Testing: A student who is blind or has a

visual impairment may use a braille writer. For

assessments, grammar checker, internet, and stored

file functionalities must be turned off. For students

using braille forms, Test Administrator directions for

filling in a circle, making marks, and erasing do not

apply. Students should number their responses to be

sure that their answers can be transcribed accurately

into a scorable test booklet or answer document.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

After Testing:

• Student responses generated using

an electronic braille notetaker must

be transcribed verbatim by a Test

Administrator into the student’s standard

test booklet or answer document. Only

transcribed responses will be scored.

Responses must be transcribed either by

a teacher of the visually impaired or a Test

Administrator supervised by a teacher of

the visually impaired.

• Refer to Appendix C: Protocol for the Use

of the Scribe Accommodation and for

Transcribing Student Responses.

• Test Administrators are responsible for

collecting all nonscorable student work

created using assistive technology devices.

Test-related content must be deleted from

all devices. Nonscorable student work must

be securely shredded.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Calculation Device

Before Testing:

• Materials:

Allowable calculators for the

calculator accommodation on

calculator sections:

▪

Grades 3-5: Four-function

with square root and

percentage functions.

▪

Grade 6-7: Four-function

with square root and

percentage functions.

▪

Grade 8: Scientific

calculators (Student may

also bring a four-function

with square root and

percentage functions in

addition to a grade-level

calculator).

▪

High School: Graphing

calculators with

functionalities consistent

with TI-84 or similar

models (Student may

also bring a scientific

calculator or a four-

function with square

root and percentage

functions).

(on Calculator

(on Calculator Sections

Sections of

of Mathematics

Mathematics

Assessments)

(SR/PNP Reference

is not applicable)

During Testing: A student uses a specific calculation

device (e.g., large key, talking, or other adapted

calculator) other than the embedded grade-

level calculator on the calculator section of the

mathematics assessments. If a talking calculator is

used, the student must use headphones or be tested

in a separate setting.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Calculation Device

and Mathematics

Tools

(on Non-Calculator

Sections of

Mathematics

Assessments)

(SR/PNP Reference

BV)

Calculation Device and

Mathematics Tools

(on Non-Calculator

Sections of Mathematics

Assessments)

Before Testing:

• Purpose: The purpose of the calculation

device on the non-calculator sections

accommodation is to provide access for

students with a disability that severely

limits or prevents their ability to perform

basic calculations (i.e., student is

unable to perform single-digit addition,

subtraction, multiplication, or division).

Specific guidelines for determining if this

accommodation would be appropriate for

a specific student, see the next page. For

these students, a calculation device may be

used on the non-calculator AND calculator

sections of the mathematics assessments.

The IEP or 504 plan must specify which

device(s) or manipulatives.

• Identification for SR/PNP: Student’s SR/

PNP must have Calculation Device and

Mathematics Tools on Non-Calculator

Sections selected. Any mathematical tools,

including unique accommodation forms,

not included on the list will require state

assessment office approval.

• Materials:

Allowable calculators for the

calculator accommodation on non-

calculator sections:

▪

Grades 3-5: Four-function

with square root and

percentage functions.

▪

Grade 6-7: Four-function

with square root and

percentage functions.

▪

Grade 8: Scientific

calculators (Student may

also bring a four-function

with square root and

percentage functions in

addition to a grade-level

calculator).

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

▪

High School: Graphing

calculators with

functionalities consistent

with TI-84 or similar

models (Student may

also bring a scientific

calculator or a four-

function with square

root and percentage

functions).

Allowable mathematics tools

include:

▪

Arithmetic tables

(e.g., addition charts,

subtraction charts,

multiplication charts;

division charts).

▪

Two-color chips (e.g.,

single-sided or double-

sided).

▪

Counters and counting

chips.

▪

Abacus.

▪

Square tiles.

▪

Base 10 blocks.

▪

100s chart.

A student with a visual impairment

may need other mathematics

tools, such as a large print

ruler (embedded NJSLA ruler is

designed in 18-point font), braille

ruler, tactile compass, or braille

protractor. Note that braille

mathematics kits will include the

appropriate grade-level braille

ruler and braille protractors. If

a student requires mathematics

tools outside of what is permitted

for use, districts must complete

and upload Appendix G: Unique

Accommodation Request Form, via

PAN, for review and approval.

During Testing: A student uses a calculation device

(e.g., four-function calculator, large key, or other

adapted calculator), arithmetic table (including

addition/ subtraction and/or multiplication/division

charts), and/or manipulatives (IEP or 504 plan must

specify which device or manipulative) on the non-

calculator sections of the mathematics assessments.

If a talking calculator is used, the student must use

headphones or be tested in a separate setting.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Important Guidelines for identifying students to

receive this accommodation:

IEP teams and 504 Plan Coordinators should

carefully review the following guidelines before

identifying students to receive this accommodation.

In making decisions whether to provide the student

with this accommodation, IEP teams and 504 Plan

Coordinators should consider whether the student

has:

• A disability that severely limits or prevents

the student’s ability to perform basic

calculations (i.e., single-digit addition,

subtraction, multiplication, or division),

even after varied and repeated attempts to

teach the student to do so.

Before listing the accommodation in the student’s

IEP/504 plan, teams should also consider whether:

• The student is unable to perform

calculations without the use of a calculation

device, arithmetic table, or manipulative

during routine instruction.

• The student’s inability to perform

mathematical calculations is documented

in evaluation summaries from locally-

administered diagnostic assessments.

• The student receives ongoing, intensive

instruction and/or interventions to learn

to calculate without using a calculation

device, in order to ensure that the student

continues to learn basic calculation and

fluency.

For a student who receives this accommodation, no

claims should be inferred regarding the student’s

ability to perform basic mathematical calculations

without the use of a calculator.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

ELA Selected

Response or

Technology

Enhanced Items

• Speech-to-

Text

• Human

Scribe

• Human

Signer

• Assistive

Technology

Device

(SR/PNP

Reference

BX)

Mathematics/

Science

Accommodated

Response

• Speech-to-

Text

• Human

Scribe

• Human

Signer

• Assistive

Technology

Device

(SR/PNP

Reference BY)

ELA Selected Response

or Technology Enhanced

Items

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology Device

Mathematics/Science

Accommodated

Response

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology Device

Before Testing:

• Identification for SR/PNP: Student’s SR/

PNP must have Speech-to-Text, Human

Scribe, Human Signer, or External Assistive

Technology Device selected.

• Test Administrator Training: Test

Administrators providing the scribe

accommodation must review:

o Appendix C: Protocol for the Use of

the Scribe Accommodation and for

Transcribing Student Responses

o Appendix I: Human Signer

Guidelines (signers only)

During Testing: Student dictates responses either

verbally, using an external speech-to-text device, an

augmentative/assistive communication device

(e.g., picture/word board), or by dictating, signing,

gesturing, pointing, or eye-gazing. The student must

be tested in a separate setting. The student must be

familiar with any assistive technology external device

used for test administration.

After Testing:

• Responses must be transcribed exactly as

dictated/signed (e.g., the human scribe/

signer may not change, embellish, or

interpret a student’s responses when

transcribing) into the student’s standard

test booklet or answer document. Only

transcribed responses will be scored.

• Refer to Appendix C: Protocol for the

Use of the Scribe Accommodation and

for Transcribing Student Responses for

protocol.

• Test Administrators are responsible for

collecting all paper nonscorable student

work created using assistive technology

devices. Test-related content must be

deleted from all devices. Nonscorable

student work must be securely shredded.

9 This accommodation applies to Evidence Based Selected Response, and Technology Enhanced Constructed

Response items (not Prose Constructed Response items) on the English language arts (ELA) assessments.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

ELA Constructed

Response

• Speech-to-

Text

• Human

Scribe

• Human

Signer

• Assistive

Technology

Device

(SR/PNP

Reference

BW)

ELA Constructed

Response

• Speech-to-Text

• Human Scribe

• Human Signer

• Assistive

Technology Device

Before Testing:

• Identification for SR/PNP: Student’s SR/

PNP must have Speech-to-Text, Human

Scribe, Human Signer, or External Assistive

Technology Device selected.

• Materials: External device provided by the

student, if needed.

• Test Administrator Training: Test

Administrators providing the scribe

accommodation must review:

o Appendix C: Protocol for the Use of

the Scribe Accommodation and for

Transcribing Student Responses

o Appendix I: Human Signing

Guidelines (signers only)

During Testing: Student dictates responses either

verbally, using an external speech-to-text device, an

augmentative/assistive communication device

(e.g., picture/word board), or by dictating, signing,

gesturing, pointing, or eye-gazing. The student must

be tested in a separate setting. The student must be

familiar with any assistive technology external device

used for test administration.

After Testing:

• Responses must be transcribed exactly as

dictated/signed (e.g., the human scribe/

signer may not change, embellish, or

interpret a student’s responses when

transcribing) into the student’s standard

test booklet or answer document. Only

transcribed responses will be scored.

• Refer to Appendix C: Protocol for the

Use of the Scribe Accommodation and

for Transcribing Student Responses for

protocol.

• Test Administrators are responsible for

collecting all nonscorable student work

created using assistive technology devices.

Test-related content must be deleted from

all devices. Nonscorable student work must

be securely shredded.

10 This accommodation applies to Evidence Based Selected Response, and Technology Enhanced Constructed

Response Items (not Prose Constructed Response Items) on the English language arts (ELA) assessments.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Important Guidelines for identifying students to

receive these accommodations:

IEP teams and 504 Plan Coordinators should

carefully review the following guidelines before

identifying a student to receive this accommodation.

In making decisions whether to provide the student

with this accommodation, IEP teams and 504 Plan

Coordinators should consider whether the student

has:

• A physical disability that severely limits or

prevents the student’s motor process of

writing through keyboarding;

• A disability that severely limits or prevents

the student from expressing written

language, even after varied and repeated

attempts to teach the student to do so.

Before listing the accommodation in the student’s

IEP or 504 plan, teams/coordinators should also

consider whether:

• The student’s inability to express in writing

is documented in evaluation summaries

from locally-administered diagnostic

assessments;

• The student routinely uses a scribe for

written assignments; and

• The student receives ongoing, intensive

instruction and/or interventions to learn

written expression, as deemed appropriate

by the IEP team or 504 Plan Coordinator.

Monitor Test

Response

(SR/PNP Reference

BZ)

Monitor Test Response

During Testing: The Test Administrator monitors

proper placement of student responses. This

accommodation is to ensure that the student is

marking the answer for the problem the student

intends to answer. For example, a student may

accidentally skip a question. The Test Administrator

CANNOT assist the student in any way with respect

to the content of the item.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Word Prediction

(SR/PNP Reference

CA)

Word Prediction

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Word Prediction selected.

• Materials: External Word Prediction Device.

During Testing: The student uses an external word

prediction device that provides a bank of frequently-

or recently used words on-screen after the student

enters the first few letters of a word. The student

must be familiar with the use of the external device

prior to assessment administration. The device may

not connect to the internet or save information.

After Testing:

• Student responses generated using the

External Word Prediction Device software

must be transcribed verbatim by a Test

Administrator into a scorable test booklet

or answer document. Only transcribed

responses will be scored.

• Refer to Appendix C: Protocol for the Use

of the Scribe Accommodation and for

Transcribing Student Responses.

• Test Administrators are responsible for

collecting all nonscorable student work

created using external word prediction

device software. Test-related content must

be deleted from all devices. Nonscorable

student work must be securely shredded.

Important Guidelines for identifying students to

receive this accommodation:

IEP teams and 504 Plan Coordinators should

carefully review the following guidelines before

identifying a student to receive this accommodation.

In making decisions whether to provide the student

with this accommodation, IEP teams and 504 Plan

Coordinators are instructed to consider whether the

student has:

• A physical disability that severely limits

or prevents the student from writing or

keyboarding responses;

• A disability that severely limits or prevents

the student from recalling, processing, and

expressing written language, even after

varied and repeated attempts to teach the

student to do so.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Before listing the accommodation in the student’s

IEP/504 plan, teams/coordinators are instructed to

consider whether:

• The student’s inability to express in writing

is documented in evaluation summaries

from locally administered diagnostic

assessments;

• The student routinely uses a word-

prediction device or software during

classroom writing assignments; and

• The student receives ongoing, intensive

instruction, and/or intervention in language

processing and writing, as deemed

appropriate by the IEP team/504 Plan

Coordinator.

Not Applicable

Answers Recorded in

Test Book

(SR/PNP Reference BT)

During Testing: For students using test booklets and

answer documents, the student records answers

directly in the test booklet.

After Testing:

• Responses must be transcribed exactly

as written in the student’s standard test

booklet into the answer document. Only

transcribed responses will be scored.

• Refer to Appendix C: Protocol for the

Use of the Scribe Accommodation and

for Transcribing Student Responses for

protocol.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table A5: Timing & Scheduling Accommodation for Students with Disabilities Taking Paper-Based

Assessment

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Extended Time

(SR/PNP Reference

CK)

Extended Time

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have extended time selected. The amount

of time a student receives must be indicated in

the student’s IEP or 504 plan.

• Test Administrator Training: Test Administrators

providing this accommodation must review:

o Appendix E: Guidance for Selecting

and Administering the Extended Time

Accommodation

During Testing: Students have until the end of the school

day to complete a single test unit administered during

the prescribed testing window. It is recommended

to test students receiving the extended time

accommodation in a separate setting to minimize

distractions to other students, and to schedule these

students for testing in the morning to allow adequate

time for completion of a test unit by the end of the

school day.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table A6: Guidance on Selection of Accommodations for English Language Learners on the NJSLA

KEY for Table A6:



Highly recommended for use by ELLs at this ELP level



Recommended for use by ELLs at this ELP level



May not be appropriate for students at this ELP level

Accommodations

Most likely to benefit ELLs at this ELP Level

Beginning

Intermediate

Advanced

Extended time



Word-to-Word Dictionary

(English/Native Language)





Mathematics/Science Response Speech-to-Text

Mathematics/Science Response Human Scribe/

Human Signer







General Administration Directions Read Aloud

and Repeated in Student’s Native Language (by

Test Administrator)







General Administration Directions Clarified as

Needed in Student’s Native Language

(by Test Administrator)







Online Transadaptation of the Mathematics/

Science Assessment in Spanish







Paper-Based Edition of the Mathematics/

Science Assessment in Spanish







Large Print Edition of the Mathematics/Science

Assessment in Spanish







Text-to-Speech for the Mathematics/Science

Assessments in Spanish

Human Reader for the Mathematics/Science

Assessments in Spanish







APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Table A7 provides a list of ACCOMMODATIONS for ELLs. The table describes the activities needed

before, during, and after testing necessary to administer these accommodations appropriately.

Table A7: Accommodations for English Language Learners Taking the Paper-Based Assessments

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Extended Time

(SR/PNP Reference

CK)

Extended Time

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have extended time selected. The amount

of time a student receives must be indicated in

the student’s IEP or 504 plan.

• Test Administrator Training: Test Administrators

providing this accommodation must review:

o Appendix E: Guidance for Selecting

and Administering the Extended Time

Accommodation.

During Testing: Students have until the end of the

school day to complete a single test unit administered

during the prescribed testing window. It is

recommended to test students receiving the extended

time accommodation in a separate setting to minimize

distractions to other students, and to schedule these

students for testing in the morning to allow adequate

time for completion of a test unit by the end of the

school day.

Word-to-Word

Dictionary

(English/ Native

Language)

(SR/PNP Reference

CF)

Word-to-Word

Dictionary (English/

Native Language)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have word-to-word dictionary selected.

• Materials: Word-to-word dictionaries are

provided to students by their school, based

on those used by the student for routine

classroom instruction.

During Testing: The student uses a published bilingual,

word-to-word dictionary that does not definitions,

phrases, pronunciations, sentences, or pictures. The

student should be familiar with the dictionary they will

use during testing. Students should be given ample

time to complete the test using the accommodation. If

no printed word-to-word dictionary can be found for a

specific language, an electronic translator may be used.

The device may not connect to the internet or store

information, and therefore, web-based translators are

not allowed.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Mathematics/

Science Response

•

Speech-

to-Text

•

Human

Scribe/

Human

Signer

(SR/PNP

Reference

CD)

Mathematics/Science

Response

•

Speech-to-

Text

•

Human

Scribe/Human

Signer

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Speech-to-Text or Human Scribe

selected.

• Materials: If student uses software, a separate

computer will be needed in addition to the

computer used to administer the test. An

external device may also be brought to the

assessment.

• Test Administrator Training: Test Administrators

providing the scribe accommodation must

review:

o Appendix C: Protocol for the Use of

the Scribe Accommodation and for

Transcribing Student Responses.

During Testing: A student dictates responses verbally,

using an external speech-to-text device or by dictating.

The student must be tested in a separate setting. The

student must already be familiar with any external

device used for this accommodation.

After Testing:

• Responses must be transcribed exactly as

dictated/signed (e.g., the human scribe/signer

may not change, embellish, or interpret a

student’s responses when transcribing) into

the student’s standard test booklet or answer

document. Only transcribed responses will be

scored.

• Refer to Appendix C: Protocol for the Use of

the Scribe Accommodation and for Transcribing

Student Responses for protocol.

• Test Administrators are responsible for

collecting all nonscorable student work created

using assistive technology devices. Test-related

content must be deleted from all devices.

Nonscorable student work must be securely

shredded.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

General

Administration

Directions Read

Aloud and

Repeated in

Student’s Native

Language (by Test

Administrator)

(SR/PNP Reference

CC)

General Administration

Directions Read

Aloud and Repeated

in Student’s Native

Language (by Test

Administrator)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have General Administration Directions

Read Aloud and Repeated in Student’s Native

Language selected.

• Materials:

NJSLA will provide written general

test administration directions in the

following languages

▪ Arabic

▪ Bengali

▪ Chinese (Mandarin)

▪ Gujarati

▪ Haitian Creole

▪ Korean

▪ Portuguese

▪ Russian

▪ Spanish

▪ Urdu

If written general test administration

directions are not available in the

student’s native language, district

personnel fluent both in English and

the student’s native language may

provide the translated directions for

the Test Administrator to read to the

student.

• Test Administrator Training: Test Administrators

providing the general administration

directions in languages other than English

must review the directions in advance in order

to provide consistent transadaptations. Test

Administrators providing this accommodation

will ideally be literate and fluent in English, as

well as in the student’s native language.

During Testing: The Test Administrator reads aloud the

general administration instructions in the student’s

native language. The student may request that

directions be repeated. The student must be tested in a

separate setting.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

General

Administration

Directions

Clarified in

Student’s Native

Language (by Test

Administrator)

(SR/PNP Reference

CB)

General Administration

Directions Clarified

in Student’s Native

Language (by Test

Administrator)

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have General Administration Directions

Clarified in Student’s Native Language selected.

• Test Administrator Training: Test Administrators

providing this accommodation should be

literate and fluent in English, as well as in the

student’s native language.

During Testing: The Test Administrator clarifies general

administration directions only in the student’s native

language. The Test Administrator reads aloud the

general administration instructions in the student’s

native language. The student may request that

directions be repeated. The student must be tested in a

separate setting.

Online

Transadaptation

of the

Mathematics/

Science

Assessments in

Spanish

Paper-Based Edition

of the Mathematics/

Science Assessment in

Spanish

(SR/PNP Reference CE)

Paper-Based Edition of the Mathematics/Science

Assessment in Spanish

Paper-Based

Edition of the

Mathematics/

Science

Assessments in

Spanish

(SR/PNP Reference

CE)

Paper-Based Edition

of the Mathematics/

Science Assessment in

Spanish

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Paper-Based Edition in Spanish

selected.

• Materials: Paper-Based Edition of the

Mathematics/Science assessment. The

mathematics and science assessments may not

be translated into additional languages.

• Test Administrator Training: For ELLs with

disabilities, administrators must review the

following:

o Appendix A: Accessibility Features and

Accommodations for Students Taking

the Paper-Based NJSLA.

o Test Administrators providing this

accommodation should ideally be

literate and fluent in English and

Spanish since test administration

directions will be read to the student

in Spanish.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

During Testing: The student takes a paper-based

mathematics/science assessment in Spanish. Spanish

kits for paper-based assessment include an English

version of the test booklet and math tools so the test

can be administered in a bilingual format. Responses

must be entered on the Spanish answer document for

responses provided in Spanish to be scored.

Note: If the student is also receiving a human reader

accessibility feature, the test can be read aloud in

Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish).

Large Print

Edition of the

Mathematics/

Science

Assessments in

Spanish

(SR/PNP Reference

BP and CE)

Large Print Edition

of the Mathematics/

Science Assessment in

Spanish

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Large Print Edition selected.

• Materials: Large Print Test Kit includes a large

print assessment booklet, standard test booklet

or answer document for transcription, and

supplementary large print mathematics/science

materials (large print ruler and protractor),

when appropriate.

• Test Administrator Training: Test Administrators

of students with visual impairments must

review:

o Appendix J: NJSLA for Students

with Visual Impairment, Including

Blindness.

o Appendix A: Accessibility Features and

Accommodations for Students Taking

the Paper-Based NJSLA.

o Test Administrators providing this

accommodation should ideally be

literate and fluent in English and

Spanish since test administration

directions will be read to the student

in Spanish.

During Testing: A large print paper-based form of the

mathematics/science assessment in Spanish is available

for a student with a visual impairment who is unable

to take a computer-based assessment due to their

disability. The font size for the NJSLA large print edition

will be 18 point on paper sized 14" x 18". Students will

not record their answers in standard print test booklets

or answer documents. Instead, students will circle their

answers in the large print test booklets.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

Students will need to write their answers in boxes at the

top of the answer grids, but they do not need to bubble

in their answers. In the Test Administrator Scripts, there

are several instances which instruct Test Administrators

to demonstrate an activity or display information.

Demonstrations should be conducted where they are

visible for each student (e.g., on the board, near the

student).

After Testing:

• Responses must be transcribed verbatim in

Spanish by a Test Administrator in a standard

student test booklet or answer document,

which is included in the Large Print Test Kit.

Only transcribed responses will be scored.

At least two persons must be present during

transcription of student responses (one

transcriber and one observer confirming

accuracy). It is recommended that one of

the individuals be a District or School Test

Coordinator.

• Refer to Appendix C: Protocol for the Use of

the Scribe Accommodation and for Transcribing

Student Responses.

Text-to-Speech for

the Mathematics/

Science

Assessments in

Spanish

Human Reader for

the Mathematics/

Science Assessments in

Spanish

(SR/PNP Reference CE

and CH)

See Human Reader for the Mathematics/Science

Assessments in Spanish

Human Reader for

the Mathematics/

Science

Assessments in

Spanish

(SR/PNP Reference

CE and CH)

Human Reader for

the Mathematics/

Science Assessments in

Spanish

Before Testing:

• Identification for SR/PNP: Student’s SR/PNP

must have Human Reader in Spanish (or other

languages) selected.

• Tools for Identification: IEP teams/504 Plan

Coordinators should use the decision-making

tool available in Appendix D: Text-to-Speech,

ASL Video, or Human Reader/Human Signer

Guidance for English Language Arts (ELA)

Assessments to inform their decision-making.

• Materials: Read Aloud Kits, which include one

copy of the student test booklet and answer

document, test booklet for Test Administrators

(Human Reader/Signer), and a Human Reader

Script transadapted in Spanish.

APPENDIX A

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

CBT Comparable

Accommodation

PBT Accommodation

PBT Administration Guidelines

• Test Administrator Training: Human Readers

providing this accommodation must review:

The Mathematics/Science Human

Reader Script in Spanish at least

two full school days prior to testing.

Review of the Human Reader Script

in Spanish must occur in a SECURE

ENVIRONMENT.

Appendix B: Test Administration

Protocol for the Human Reader

Accommodation for English Language

Arts (ELA) Assessments, and the

Human Reader Accessibility Feature

for Mathematics/Science Assessments

Test Administrators providing this

accommodation should ideally be

literate and fluent in English and

Spanish since test administration

directions will be read to the student

in Spanish.

During Testing: A Test Administrator (Human Reader

or Human Signer) reads aloud to a student using the

provided Human Reader Script in Spanish. The student

must be tested in an individual or small group setting,

and the Test Administrator must provide the read aloud

in Spanish only (i.e., the test cannot be read aloud in

English in addition to Spanish). Small groups should only

be used if all students are able to work at approximately

the same pace. Small group is defined as a small

number of students not to exceed 15, with similar

accessibility features and/or accommodations who will

be administered the test as a group. Student IEPs may

specify a smaller group size and must be accommodated

during testing. Districts/schools are responsible for

determining the composition and compatibility of the

members of the small group.

After Testing: Human Reader Scripts are secure, and Test

Coordinators are responsible for returning the Human

Reader Scripts with the nonscorable materials.

APPENDIX A

NJSLA

Appendix B: Test Administration Protocol for the Human Reader

Accommodation for English Language Arts (ELA) Assessments, and the Human

Reader Accessibility Feature for Mathematics/Science Assessments

In cases where a student requires a text-to-speech accommodation on the NJSLA English language

arts (ELA) and/or a text-to-speech accessibility feature on the NJSLA mathematics/science

assessments, but cannot participate in the computer-based assessment and takes the paper-based

assessment instead, a Human Reader must provide the accommodation to the student. Human

Readers who provide the accommodation to a student on the NJSLA English language arts (ELA)

or the accessibility feature on the NJSLA mathematics/science assessments must follow these

procedures during testing to ensure the standardization of the oral presentation of the assessments.

Procedures for Human Readers Providing the Human Reader Accommodation for ELA Assessments

or the Human Reader Accessibility Feature for the Mathematics/Science Assessments

1. Readers must be trained locally to administer each assessment, as indicated in the NJSLA Test

Administrator Manual (TAM). Readers must sign the Security Agreement in Appendix B of the

NJSLA TAM.

2. Readers must read verbatim (word for word) only what is printed in the test book (or in rare

cases, on the computer screen) without changing, emphasizing, or adding words. Readers

may not clarify (except for test directions), provide additional information, assist, or influence

the student’s selection of a response in any way.

3. Readers must speak in a clear and consistent voice throughout the test administration, using

correct pronunciation, and without vocal inflections that may provide clues to, or mislead,

a student. Readers should be provided a copy of the test and the Test Administrator’s

directions two schools days prior to the start of testing, in order to become familiar with the

words, terms, symbols, signs, and/or graphics that will be read aloud to the student.

4. Readers should emphasize only the words printed in boldface, italics, or capital letters and

inform the student that the words are printed that way. No other emphasis or vocal inflection

is permitted.

5. Readers may repeat passages, test items, and response options, as requested, according

to the needs of the student. Readers should not rush through the test and should ask the

student if they are ready to move to the next item.

6. Readers may not attempt to solve mathematics problems, or determine the correct answer

to a test item while reading, as this may result in pauses or changes in inflection which may

mislead the student.

7. Readers must attempt to maintain a neutral facial expression, neither smiling nor frowning

during the test, which may be interpreted by the student as approval or disapproval of the

student’s answers.

8. Readers must be familiar with the student’s IEP or 504 plan, and should know in advance

which accommodations are required by the student, and for which test (ELA and/or

Mathematics/Science) the student is designated to receive a Human Reader.

9. Readers must be aware of whether a student requires additional tools, devices, or adaptive

equipment that has been approved for use during the test, such as a magnifier, closed circuit

television (CCTV), abacus, brailler, slate and stylus, etc.

10. If a reader is unsure how to pronounce an unfamiliar word, advise the student of the

uncertainty and spell the word.

11. When reading a word that is pronounced like another word with a different spelling, the

reader may spell the word after pronouncing it, if there is any doubt about which word is

intended.

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL – NINTH EDITION 79

APPENDIX B

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL – NINTH EDITION

12. Readers must spell any words requested by the student.

13. When reading passages, readers must be aware of punctuation marks. Readers may read the

passage, or selected lines a second time, with all punctuation marks indicated.

14. When test items refer to a particular line, or lines, of a passage, reread the lines before

reading the question and answer choices. For example, the reader should say, “Question X

refers to the following lines…,” then read the lines to the student, followed by question X and

the response options.

15. When reading selected response items, readers must be careful to give equal stress to each

response option and to read all of them before waiting for a response.

16. If a reader is also scribing the student’s responses, or if another adult will scribe, and the

student designates a response choice by letter only (“D,” for example), the reader must ask

the student if they would like the response to be reread before the answer is recorded in the

answer booklet.

17. If the student chooses an answer before the reader has read all the answer choices, the

Human Reader must ask if the student wants the other response options to be read.

18. After the reader finishes reading a test item and all response options, the reader must allow

the student to pause before responding. If the pause has been lengthy, say: “Do you want me

to read the question or any part of it again?” When rereading questions, readers must avoid

emphasis on words not bolded, italicized, or capitalized.

19. Readers must refer to the NJSLA ELA Audio Guidelines and the NJSLA Mathematics

Audio Guidelines are available on the NJSLA Resource Center,

https://nj.mypearsonsupport.com > Educator Resources > Test Administration

Resources > Accessibility Features and Accommodations (AF&A) Resources >

Resources to ensure consistency in how items are read.

Procedures for Providing the Human Reader Accommodation for ELA Assessments or the Human

Reader Accessibility Feature for the Mathematics Assessments to a Small Group of Students

Human Readers may read the test aloud to a small group of students, rather than individually,

provided that each student has the Human Reader accommodation/accessibility feature listed in an

IEP, 504 plan, or Personal Needs Profile (in the case of mathematics only).

The following procedures must be followed:

•

Check individual state policies on the maximum allowable number of students in a Human

Reader group.

•

Students with the Human Reader accessibility feature for mathematics or Human Reader

accommodation for ELA that need to be grouped together must be taking the same test

form, since test questions will differ on each form of the test.

•

Students not receiving the Human Reader accessibility feature for mathematics or the

Human Reader accommodation for ELA may not be tested in the same location as students

who are receiving the human accessibility feature for mathematics or Human Reader

accommodation for ELA.

APPENDIX B

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 81

Appendix C: Protocol for the Use of the Scribe Accommodation and for

Transcribing Student Responses

Scribing a student’s responses by an adult Test Administrator is a response accommodation

that allows students to provide test responses to an adult Test Administrator who writes or

types the responses directly onto the assessment for the student. Students receiving the scribe

accommodation may respond to assessment items either:

•

verbally,

•

using a speech-to-text device or other augmentative/assistive communication device (e.g.,

picture/word board),

•

signing (e.g., American Sign Language, signed English, Cued Speech),

•

gesturing,

•

pointing, or

•

eye-gazing

Note: Scribing may include “dragging and dropping” selected response items, as appropriate.

The scribe accommodation is appropriate for students with a physical disability that severely limits or

prevents the student’s motor process of writing, typing, or recording responses during testing. This

includes students with reduced ability to record responses due to pain, fracture, paralysis, loss of

function, or loss of endurance, as well as students whose handwriting is indecipherable or illegible.

Scribes are also an appropriate accommodation for students who have a documented disability in

the area of written expression which results in significant interference in their ability to express their

knowledge in writing/keyboarding, even after varied and repeated attempts to teach the student to

do so.

If a student requires a scribe due to a recently-occurring, though temporary, illness or injury, an

Appendix F: Use of an Emergency Accommodation on the NJSLA must be completed and kept on file

at the school.

If a student requires a scribe due to an ongoing inability to express their responses through writing/

keyboarding, this should be documented in evaluation summaries from locally-administered

diagnostic assessments, and must be listed in the student’s IEP or 504 plan. The student should be

receiving ongoing, intensive instruction and/or interventions to learn written expression, as deemed

appropriate by the IEP team or 504 Plan Coordinator.

The use of a scribe is permitted in the following assessments:

•

Mathematics/Science

•

English language arts (ELA) assessments for Evidence Based Selected Response, and

Technology Enhanced Constructed Response items

•

English language arts (ELA) Assessments for Prose Constructed Responses. Note: For this

accommodation, refer to selection and administration guidelines in the NJSLA Accessibility

Features and Accommodations Manual

Qualifications of the Scribe

Individuals who provide the scribe accommodation to a student must:

•

be trained by the school or district, as indicated in the NJSLA Test Administrator Manuals;

•

sign a New Jersey Security Agreement Form; and

APPENDIX C

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

•

be fluent in receptive and expressive American Sign Language (ASL), signed English, or other

sign system, for students who are deaf or hard of hearing.

Preferably, the scribe will already be familiar with and have experience scribing for the student. If the

scribe is unfamiliar with the student, then scribe and student should have the opportunity to practice

the scribing process together prior to taking the assessment.

Administering the Scribe Accommodation

•

A scribe may administer the scribe accommodation only to one student at a time during a

test session. The student must be tested in a separate setting.

•

The scribe must write legibly, if transcribing a student's response into a test book.

•

The scribe must transcribe responses verbatim from the student, and may not prompt or

question the student, or correct a student’s responses. The scribe may ask the student to

restate (or sign) words or parts, as needed.

•

A student using a scribe must be given the same opportunity as other students to plan

and draft a constructed response. The scribe may write an outline, plan, or draft exactly as

directed by the student without any cueing and guidance to the student.

•

The scribe should be informed of the preferred method or format for recording the student’s

response before the date of the assessment. During testing, the student may dictate

constructed responses either:

1. Directly to a human scribe who records the responses at the time they are given

(computer- and paper-based testing)

2. Into a speech-to-text converter (e.g., voice recognition software), augmentative

communication device, or assistive technology device to be transcribed by the

scribe at a later time into the online testing platform or unto a paper-based book/

answer document). A student must be given the opportunity to review and edit their

responses before they are finalized into the online testing platform or paper-based

test book/answer document.

•

When using a speech-to-text converter, augmentative communication device, or other

assistive technology device, hard copies of the student’s response must be printed out for

transcription purposes unless the device being used does not have the capability to print.

In cases where printing a response is not possible, scribing must take place as the student

dictates or otherwise produces the response. All electronic files must be deleted immediately

after the testing session.

•

The scribe must allow the student to review the scribed response in order to make edits. If

requested by the student, the scribe may read the scribed response back to the student. The

student may dictate changes or edits to the scribe, and the scribe must make those changes

exactly as dictated by student, even if a change is incorrect. All changes must be made during

the test session.

Additional Guidelines for the English language arts (ELA) Assessment–Prose Constructed Responses

Capitalization and Punctuation

For the English language arts (ELA) Assessment—Prose Constructed Responses only, the student is

responsible for all capitalization and punctuation. This can be accomplished either after testing or

during testing using one or more of the following Rules for Punctuation:

1. After dictation: The student can dictate the entire response at one time. The scribe will write/

type the response without capitalization and punctuation. When the student is finished

dictating, the scribe will show the response to the student. The student will tell the scribe

which letters are to be capitalized and where punctuation should be added.

APPENDIX C

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

2. During dictation: The student may add capitalization and punctuate as they dictate.

a. For example, when stating the sentence “The fox ran.” The student will say, “Capital

T, the fox ran, period”

b. If a sentence includes other punctuation, for example a comma, the student must

indicate the comma. For example, when stating, “The boy bought apples, oranges,

and bananas.” The student will say, “Capital T, the boy bought apples, comma,

oranges, comma, and bananas, period”

Students must be given the opportunity to proofread their responses, even if they provide

capitalization and punctuation during dictation.

Rules for Capitalization

The scribe can automatically capitalize in these cases:

1. The scribe should capitalize the first letter of a sentence if the student has indicated the

punctuation in the previous sentence. For example, if the student said, “Capital T, the fox ran,

period. The fox jumped, period.” The scribe would write “The fox ran. The fox jumped.”

2. The first word in a new paragraph when students have indicated for the scribe to begin a new

paragraph.

The student must specify capitalization in the following cases:

1. The first letter of a sentence, if the student has not indicated punctuation in the previous

sentence. For example, if the student said, “Capital T, the fox ran, the fox jumped, period.”

The scribe would write “The fox ran the fox jumped.”

2. Other capitalization (e.g., capitalization of proper nouns, acronyms, etc.)

Scribe Parameters during the Assessment

The following scribing practices are acceptable:

•

The scribe may ask “Are you finished?” Or “Is there anything you want to add or delete?”

•

The scribe may respond to procedural questions asked by the student such as, “Do I have to

use the entire space to answer the question?” The scribe may indicate “no.”

•

If the student requests that the scribe read a response that was already dictated, the scribe

must read what the student dictated previously in an even voice, being careful not to cue the

student to errors.

The following scribing practices are unacceptable:

•

The scribe cannot influence the student’s response in any way.

•

The scribe cannot give the student specific directions, clues, or prompts; e.g., “First, set the

equations equal to one another;” or “Make sure that the equation is set equal to zero.”

•

The scribe cannot tell the student if their answer is correct or incorrect.

•

The scribe cannot answer a student’s questions related to the content; e.g., “Is this the right

way to set up the problem?” Or “Can you tell me what this word means?”

•

The scribe cannot alert the student to mistakes they made during testing.

Special Considerations When Scribing for a Student Who Uses Sign Language or Cued Speech

•

The scribe for a student who signs their responses must be fluent in ASL, signed English, or

other sign systems the student uses.

•

When responses are dictated by a student using American Sign Language (or other signed

system), the scribe may ask clarifying questions regarding the use of classifiers. Classifiers

give descriptive information about a noun or verb such as location and kind.

APPENDIX C

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

•

The scribe will write the student’s responses in English. The transcription of ASL will not be

done in a word-to-word format, but instead will be written in English without changing or

enhancing the meaning of the content, adding information, or explaining concepts unknown

to the student (e.g., student signs “HOUSE WHITE LIVE THERE ME.” Scribe writes “I live in the

white house.”)

•

Scribe must follow all other acceptable scribing practices.

Use of Speech-to-Text/Voice-Recognition Software/Devices

Speech-to-text conversion, or voice recognition, software allows students to dictate responses

into their computer microphone and have the responses converted to printed text. For this

accommodation, students will use their own assistive technology devices at a separate computer

station equipped with speech-to-text/voice recognition software in order to respond to multiple-

choice, open-ended items, and extended responses on the NJSLA. Students who use voice

recognition software routinely, and for whom this accommodation is listed in their IEP, may use

speech-to-text/voice recognition software as an accommodation on the NJSLA. Students must

become familiar with the software and must have opportunities to practice using it prior to testing. It

is also important that students who use speech-to-text devices be given the opportunity to develop

planning notes using speech-to-text, and to view what they produce via speech-to-text.

Upon completion of a test, the student’s responses should be printed out and the guidelines for

transcribing student responses followed.

Guidelines for Transcribing Student Responses (Paper-based testing only)

Certain situations involving scribing of responses during administration of the NJSLA may require a

Test Administrator to transcribe a student’s response in a standard, scorable test booklet or answer

document. These situations may include:

•

Answers were recorded in the wrong section of a Test Booklet or Answer Document, or in an

incorrect Test Booklet or Answer Document.

•

A student takes the test using a special test format that requires answers to be transcribed

(e.g., large print).

•

A student uses a speech-to-text converter, augmentative communication device, or assistive

technology device to be transcribed by the scribe at a later time.

•

As an accommodation, a student records answers in a test booklet, answer document, or on

blank paper, instead of in the required Test Booklet or Answer Document.

•

A Test Booklet or Answer Document becomes unusable (e.g., torn, wrinkled).

If a student’s responses must be transcribed after test administration is completed, the following

steps must be followed:

•

At least two persons must be present during any transcription of student responses. One

of these persons will be the transcriber, and the other will be an observer confirming the

accuracy of the transcription. It is highly recommended that one of the individuals be an

authorized District Test Coordinator or School Test Coordinator.

The student’s response must be transcribed verbatim into the Answer Document or Test Booklet. The

student’s original response in an Answer Document/Test Booklet should be returned with secure test

materials. The District Test Coordinator or School Test Coordinator should write “DO NOT SCORE” or

draw an “X” in large font on the front of the original Answer Document/Test Booklet. Do not cover

the barcode. Return them with nonscorable test materials.

•

Braille transcription: Only an eligible Test Administrator who is a certified Teacher of

Students with Visual Impairment, including Blindness, or someone working under the direct

APPENDIX C

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

supervision of an eligible Test Administrator who is a certified Teacher of Students with Visual

Impairment, including Blindness may transcribe the student’s responses onto the paper form

of the NJSLA.

•

Any original student responses that were printed from an assistive technology device

or recorded separately on blank paper (or on other external devices) must be securely

shredded.

Procedures for Transcribing Student Responses for Computer-Based Testing

Selected Response and Technology Enhanced Items

For selected response and technology enhanced items, student responses must be entered into

TestNav during the test session by the Test Administrator. Once the student reaches the end of the

test with all Selected Response and Technology Enhanced Items completed, the Test Administrator

should have the student EXIT the test but not submit the test.

Constructed Response Items

During administration of computer-based assessments, students who require use of a speech-to-text

converter, augmentative communication device, or assistive technology device will need constructed

responses transcribed into TestNav by a Test Administrator before the online testing window closes.

In these situations, the following steps must be followed.

•

As the student encounters constructed responses, they should use their device to respond

to the questions. The student will then continue testing in TestNav, leaving these items

unanswered in TestNav.

•

Once the student reaches the end of the test, the Test Administrator should have the student

EXIT the test but NOT submit the test.

•

The Test Administrator must set the test to Resumed status within PearsonAccess

; refer to

the PearsonAccess

User Guide for instructions on how to resume students.

o If a student submits the test in error, the test submission must be undone to

complete the transcription. Any user with an “Undo Test Submit” role within

PearsonAccess

has permission to undo the test submission.

•

Once the test has been unlocked, the Test Administrator must log in to TestNav as the

student and navigate to the items for transcription.

•

At least two persons must be present during any transcription of student responses. One of

the individuals must be an authorized Test Administrator.

•

The student’s responses must be transcribed verbatim into TestNav. (See note above about

scribing signed responses in English).

•

Once all items have been transcribed, the Test Administrator will submit the test.

•

After transcription is complete, all original student responses that were printed from an

assistive technology device must be securely shredded.

APPENDIX C

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix D: Text-to-Speech, ASL Video, or Human Reader/Human Signer

Guidance for English Language Arts (ELA) Assessments

Individualized Education Program (IEP) or 504 Plan Decision-Making Tool

Directions: This tool has been developed to assist IEP teams and 504 Plan Coordinators in identifying

students who may be appropriate candidates to receive the accommodation for text-to-speech

(computer-based), ASL video (computer-based), or Human Reader/Human Signer (paper-based) for

the NJSLA ELA summative.

Student’s Name: D.O.B: Grade:

School/Program: State ID #/Local ID#:

District: State:

* If the parent/guardian does not initial this form, the school should attach documentation of notification to the

parent and date of notification to this form regarding the decision to provide the text-to-speech, ASL video, or

Human Reader/Human Signer accommodation to the student, and keep this form with the student’s records.

If all guidelines listed are met, and the student is given the text-to-speech, ASL video, or Human

Reader/Human Signer accommodation for the NJSLA English language arts (ELA) assessment, they

will receive a valid score on the assessment. If all guidelines are not met, and the student is given the

text-to-speech, ASL video, or Human Reader/Human Signer accommodation on an NJSLA English

language arts (ELA) assessment, the student’s assessment score may be invalidated and the score

would not be counted in the overall assessment results; i.e., the student would be considered a “non-

participant” for the English language arts (ELA) assessment.

APPENDIX D

IEP Team Members or 504 Plan Coordinator/Staff

Title

Name

Date

IEP team Chairperson or 504

Coordinator:

Special Education Teacher(s):

General Education Teacher(s):

IEP team member(s) qualified to

interpret reading evaluation results:

Parent(s)/Guardian:*

Student (if a team participant):

Other IEP team member(s):

Verification of Parent/Guardian Notification (optional):* (Parent/Guardian Initials)

I have been informed by my child’s school that my child will receive a text-to-speech, ASL video or Human

Reader/Human Signer accommodation for the NJSLA English language arts (ELA) assessment.

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Guidelines for IEP Team or 504

Plan Consideration

Additional Guidance

Agree/

Disagree

The student has an Individualized

Education Program (IEP) or 504 plan.

Student has an approved IEP or current 504 plan.

❏

Agree

Disagree

In making decisions on whether

to provide the student with this

accommodation, IEP teams and 504

Plan Coordinators are instructed to

consider whether the student has:

•

Blindness or a visual impairment

and has not yet learned (or is

unable to use) braille;

•

A disability that severely limits

or prevents him/her from

accessing printed text, even

after varied and repeated

attempts to teach the student

to do so (e.g., student is unable

to decode printed text);

•

Deafness or a hearing

impairment and is severely

limited or prevented from

decoding text due to a

documented history of early

and prolonged language

deprivation.

For the screen reader accommodation, the IEP

team or 504 Plan Coordinator must determine

whether the student is blind or has a visual

impairment and has not yet learned (or is unable

to use) braille.

For the text-to-speech, ASL video, or Human

Reader/Human Signer accommodation, the IEP

team or 504 Plan Coordinator must determine

whether the student has a disability that severely

limits or prevents him or her from decoding text.

This accommodation is not intended for a student

reading somewhat (i.e., moderately) below grade

level.

The IEP or 504 plan must document objective

evidence from a variety of sources (including state

assessments, district assessments, AND one or

more locally-administered diagnostic assessments

or other evaluation) that indicate that the

student’s ability to decode text is severely limited

or prevented or that the student is blind or visually

impaired and has not yet learned (or is unable to

use) braille.

❏

Agree

Disagree

Before listing the accommodation in

the student’s IEP or 504 plan, teams

and plan coordinators should also

consider whether:

•

The student has access to

printed text during routine

instruction through a reader or

other spoken-text audio format,

or interpreter;

•

The student’s inability to

decode printed text or read

braille is documented in

evaluation summaries from

locally-administered diagnostic

assessments; or

•

The student receives ongoing,

intensive instruction and/

or interventions in the

foundational reading skills to

continue to attain the important

college and career-ready skill of

independent reading.

❏

Agree

Disagree

APPENDIX D

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

List the data and/or evaluation sources that were used to document the decision to give the text-to-

speech, ASL video, or Human Reader/Human Signer accommodation to the student on the English

language arts (ELA) assessment(s):

1) Name of Diagnostic Evaluation or Educational Assessment:

Name and Title of Test Administrator:

Most Recent Testing Date:

Score(s):

Provide a Summary of the Results:

2) Name of Diagnostic Evaluation or Educational Assessment:

Name and Title of Test Administrator:

Most Recent Testing Date:

Score(s):

Provide a Summary of the Results:

3) List any additional assessment data, scores, and/or evaluation results that were used to guide the

decision-making process for IEP teams or 504 Plan Coordinators regarding the text-to-speech, ASL

video, or Human Reader/Human Signer accommodation for the NJSLA English language arts (ELA)

assessment(s):

List the instructional interventions and supports specifically related to reading that are currently

provided through daily instruction to the student:

• Intensive reading interventions have been provided to the student for years.

• List the specific school years and frequency

• Describe and list the specific reading intervention(s) provided to the student:

List any additional relevant information regarding the student:

APPENDIX D

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix E: Guidance for Selecting and Administering the Extended Time

Accommodation

What is the Extended Time Accommodation?

Extended time is a provision which expands the allowable length of time to complete assignments,

tests, and activities, and may also change the way the time is organized. For the NJSLA, this

accommodation provides additional time for a student to complete the summative assessments

beyond the time allotted for the test or test unit. Students with disabilities, students who are ELLs,

and students who are ELLs with disabilities are eligible to receive the Extended Time Accommodation.

The Extended Time Accommodation allows a student to have up to a single day to complete a single

test unit. Single test units may not extend beyond one school day. (For exceptions, refer to Appendix

G: Unique Accommodation Request Form).

Who can benefit from the Extended Time Accommodation?

The extended time accommodation is most beneficial for students who routinely need more time than

is generally allowed to complete activities, assignments, and tests. Extra time may be needed:

•

To process written text (e.g., for a student who processes information slowly or has a Human

Reader).

•

To write (e.g., for a student with limited dexterity).

•

To use other accommodations or augmentative devices (e.g., assistive technology, audio

materials, or a scribe).

•

For a student who needs frequent breaks that may extend the time needed to complete

testing.

Documenting the Extended Time Accommodation in a Student’s Individualized Education Plan

(IEP), 504 Plan, or an EL Plan, if used

For NJSLA purposes, extended time must be documented in a student’s IEP, 504 plan, or an EL plan,

if used, based on data or observations of the student’s performance in past assessments. Where

possible, each student’s IEP, 504, or an EL plan, if used, should document the amount of extended

time anticipated for the NJSLA. Decisions regarding extended time should align with state policies.

These decisions must be made on a case-by-case basis based on the student’s needs and any other

accommodations being provided for the assessment for which the extended time will be needed.

Teams should consider whether the unit time provided will meet the student’s needs prior to

including a provision for extended time in student plans.

Planning and Logistics for Administering the Extended Time Accommodation

Students who require this accommodation should need to take the test in a separate setting to

minimize disruptions, especially if classrooms or the computer lab are scheduled for successive

testing sessions. The planning process includes consideration of additional accommodations,

available technology, physical space, and personnel coverage, all of which will need to be determined

well in advance of testing.

Procedure for Ending the Extended Time Accommodation with Students

Students with extended time accommodations must be given a unit in a continuous block of time and

may not be brought back to that unit at a later time. If the accommodation extends into the student’s

schedule lunch, then the Test Administrator must either accompany the student to lunch and remain

with them, or bring the student’s lunch to the testing room. If the Test Administrator observes that

the student is no longer productively engaged, an inquiry may be made regarding testing status. Once

the extended time provision is exhausted, the Test Administrator should proceed to the next test unit

or end the testing process.

APPENDIX E

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL – NINTH EDITION

Appendix F: Use of an Emergency Accommodation on the NJSLA

Directions: This form is appropriate in cases where a student needs a new accommodation

immediately prior to the assessment due to unforeseen circumstances. Cases could include students

who have a recently-fractured limb (e.g., fingers, hand, arm, wrist, or shoulder); whose only pair

of eyeglasses has broken; or a student returning from a serious or prolonged illness or injury. If the

principal (or designee) determines that a student requires an emergency accommodation on the

day of the NJSLA test, this form must be completed and maintained in the student’s assessment file.

The parent must be notified that an emergency accommodation was provided. The District Test

Coordinator is required to submit the completed form to the appropriate NJSLA state contact.

District Name:

Date:

School Name:

Telephone Number:

Student Name:

Grade:

Student ID #:

DOB:

Name and Title of Person Completing this Form:

Staff Member’s Name Title/Position

Reason for needing an emergency test accommodation (attach documentation if needed):

Describe what the testing accommodation will be:

Who will administer the accommodation?

Staff Member’s Name Title/Position

Principal Signature Date

District Test Coordinator Signature Date

APPENDIX F

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix G: Unique Accommodation Request Form

Directions: If a student with a disability or an EL requires an accommodation (i.e., a “unique

accommodation”) that is not listed in the NJSLA Accessibility Features and Accommodations

Manual, and does not change the construct being measured by the test, the school may request

the use of an accommodation not currently listed in this manual by using this form. If approved, the

accommodation must be listed in the Individualized Education Program (IEP) or 504 plan for a student

with a disability; and an EL plan, for an EL.

To request approval for a unique accommodation, both pages of this form must be submitted to the

NJSLA state contact by the principal or designee or District Test Coordinator at least six weeks prior to

testing to ensure a timely state response is received. A copy of this form must be kept in the student’s

file and, if appropriate, retained at the district office.

Contact Information

Name of Principal/Designee or District Test

Coordinator:

Date:

School Name:

Telephone Number:

District Name:

Fax Number:

Signature:

Email:

Student Information

Name:

Student ID #:

Grade:

DOB:

Indicate type of plan: □ IEP □ 504 Plan □ EL Plan □ EL, without an EL Plan

NJSLA Test Administration

For which assessment are you seeking approval to use the unique accommodation:

Provide a brief description of the accommodation for which you are requesting approval:

Describe the evidence that supports the need for this accommodation, including how it is used by the

student in the classroom or on other assessments:

Describe the planning needed for this accommodation on NJSLA tests (e.g., school staff, space, specialized

tools or equipment needed):

In submitting this form for approval, the principal/designee or assessment coordinator assures that:

•

This accommodation will be documented in the student’s IEP, 504 plan, or an EL plan. In the case of an

IEP, the parent/guardian of the student must sign the amended IEP prior to testing.

•

The school team has met and considered all listed accommodations before proposing this unique

accommodation.

•

The proposed accommodation is used, as appropriate, for routine class instruction and assessment.

APPENDIX G

NJSLA

92 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

For State (SEA) Use Only: Approval/Denial of Request

(This completed section will be returned to your school prior to testing.)

□ This request has been approved. □ This request has been denied.

State Staff Name and Position:

Signature: Date:

APPENDIX G

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix H: Student Accommodation Refusal Form

Directions: If a student refuses an accommodation listed in their Individualized Education Program

(IEP), 504 plan, or an EL plan, the school should document in writing that the student refused the

accommodation, and the accommodation must be offered and remain available to the student during

testing. This form must be completed and placed in the student’s file and a copy sent to the parent

on the day of refusal. Principals (or designee) should work with Test Administrators to determine

who, if any others, should be informed when a student refuses an accommodation documented in an

IEP, 504 plan or an EL plan.

Student Name: Date:

Grade: Student ID#:

School Name:

School District:

Assessment:

Test Administrator:

Accommodation(s) refused:

Reason for refusal:

Comments:

Student’s Signature (optional):

Signature of Test Administrator:

Keep this form on file at the school.

A copy must be sent home to the parent.

APPENDIX H

NJSLA

94 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Appendix I: Human Signer Guidelines

Test Administration Protocol for the Human Signer Accommodation for English Language Arts

(ELA) Assessments, and the Human Signer Accessibility Feature for Mathematics/Science

Assessments

In cases where a student requires a sign language accommodation on the NJSLA English language

arts (ELA) assessments and/or a sign language accessibility feature on the NJSLA mathematics/

science assessments, and for whom the American Sign Language (ASL) video accommodation is

not appropriate, a human signer must be provided. Human signers for the NJSLA must follow these

procedures during testing to ensure the standardization of the signed presentation to the students.

Procedures for Human Signers Providing the Human Signer Accommodation for the ELA

Assessments or the Human Signer Accessibility Feature for the Mathematic/Science Assessments

1. Signers must be trained on test administration policies by local Test Coordinators, as

indicated in the NJSLA Test Administrator Manuals (TAM). Signers must sign the Security

Agreement in the NJSLA TAM.

2. Signers should use signs that are conceptually accurate (except for SEE2 users), with or

without simultaneous voicing, translating only the content that is printed in the test book

or on the computer screen without changing, emphasizing, or adding information. Signers

may not clarify (except for test directions), provide additional information, assist, or

influence the student’s selection of a response in any way. Signers must do their best to use

the same signs if the student requests a portion repeated.

3. Signers must sign (or sign and speak when using Sim-Com [Simultaneous Communication])

in a clear and consistent manner throughout test administration, using correct production,

and without inflections that may provide clues to, or mislead, a student. Signers should be

provided a copy of the test and the administrative directions prior to the start of testing

(check individual state policy for the amount of time allowed), in order to become familiar

with the words, terms, symbols, signs, and/or graphics that will be read aloud to the

student.

4. Signers should emphasize only the words printed in boldface, italics, or capital letters and

inform the student that the words are printed that way. No other emphasis or inflection is

permitted.

5. Signers may repeat passages, test items, and response options, as requested, according

to the needs of the student. Signers should not rush through the test and should ask the

student if they are ready to move to the next item.

6. Signers may not attempt to solve mathematics problems, or determine the correct answer

to a test item while signing, as this may result in pauses or changes in inflection which may

mislead the student.

7. Signers must use facial expressions consistent with sign language delivery and must not

use expressions which may be interpreted by the student as approval or disapproval of the

student’s answers.

APPENDIX I

APPENDIX K

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 95

8. Test Administrators must be familiar with the student’s Individualized Education Plan (IEP)

or 504 plan, and should know in advance which accommodations are required by the

student, and for which test (ELA and/or Mathematics/Science) the student is designated to

receive a human signer. Test Administrators must be aware of whether a student requires

additional tools, devices, or adaptive equipment that has been approved for use during

the test, such as a magnifier, closed circuit television (CCTV), abacus, brailler, slate, stylus,

etc., and if use of these tools impacts the translation of the test, the signer should be made

aware of this.

9. Upon review of the test, if a human signer is unsure how to sign and/or pronounce an

unfamiliar word, the signer should collaborate with an ASL-fluent content expert (if

available) which sign is most appropriate to use. If the signer is unable to obtain this

information before the test, the signer should advise the student of the uncertainty and

spell the word.

10. When using an ASL sign that can represent more than one concept or English word, the

signer must adequately contextualize the word, in order to reduce ambiguity. The signer

may also spell the word after signing it, if there is any doubt about which word is intended.

11. Signers must spell any words requested by the student during the test administration.

12. When test items refer to a particular line, or lines, of a passage, resign the lines before

signing the question and answer choices. For example, the signer should sign, “Question

X refers to the following lines…,” then sign the lines to the student, followed by question X

and the response options.

13. When signing selected response items, signers must be careful to give equal emphasis to

each response option and to sign options before waiting for the student’s response.

14. When response choices will be scribed, the signer should inform the student at the

beginning of the test that if the student designates a response choice by letter only (“D”,

for example), the signer will ask the student if they would like the response to be signed

again before the answer is recorded in the answer booklet or the computer-based test.

15. If the student chooses an answer before the signer has signed all the answer choices, the

human signer must ask if the student wants the other response options to be signed.

16. After the signer finishes signing a test item and all response options, the signer must allow

the student to pause before responding. If the pause has been lengthy, ask: “Do you want

me to sign the question or any part of it again?” When signing questions again, signers

must avoid emphasis on words not bolded, italicized, or capitalized.

17. Signers should refer to the NJSLA ASL Glossary for technical vocabulary (signs used on the

ASL video accommodation) for consistency in providing the accommodation.

Procedures for Providing the Human Signer Accommodation for ELA Assessments or the Human

Signer Accessibility Feature for the Mathematics/Science Assessments to a Small Group of Students

Human signers may sign the test to a small group of students, rather than individually, provided that

each student has the human signer accommodation/accessibility feature listed in an IEP, 504 plan, or

APPENDIX K

NJSLA

96 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Student Registration/Personal Needs Profile (in the case of mathematics/science only).

The following procedures must be followed:

•

Check individual state policies on the maximum allowable number of students in a human

signer small group.

•

Students with the human signer accessibility feature for mathematics/science or human

signer accommodation for ELA that will be grouped together must be administered the SAME

TEST FORM, since test questions will differ on each form of the test.

•

Students not receiving the human accessibility feature for mathematics/science or human

signer accommodation for ELA may not be tested in the same location as students who are

receiving the human signer accessibility feature for mathematics/science or human signer

accommodation for ELA.

Sign-System-Specific Procedures

Human signers must deliver the accommodation in the language or communication mode used by

the student according to the student’s IEP or 504 plan.

American Sign Language (ASL)

Human signers delivering the accommodation via ASL must use appropriate ASL features

(including signs, sentence structure, non-manual markers, classifiers, etc.) while protecting

the construct being measured by the assessment. Although it is necessary for a human

signer to use appropriate non-manual markers to ensure proper delivery of test content in

ASL, the human signer must be careful not to cue students while doing so.

English-Based Sign Systems (SEE2, CASE, Sim-Com, etc.)

Human signers delivering the accommodation via an English-based signing system must use

the features of the communication mode used by the student. Human signers delivering the

test in Signing Exact English (SEE2) should use the rules of that signing system (e.g. specific

signed vocabulary, prefixes, suffixes, etc.). Human Signers delivering the test in other English-

based signing systems (CASE, Sim-Com, etc.) should use the rules of those signing systems

(conceptually accurate signs, English word order, etc.), with or without simultaneous voicing.

NJSLA Mathematics/Science Sign Language Glossary

Human signers should refer to the online NJSLA Mathematics/Science Sign Language Glossary for

guidance on how to deliver mathematics/science symbols and terms. The guidance provided in

the glossary is the same as what has been used in development of the ASL video accommodated

assessments and provides a standardized approach for students who use sign language

accommodations. The glossary provides signs that can be used for both ASL and English-Based Sign

Systems.

APPENDIX K

NJSLA

ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 97

Appendix J: NJSLA for Students with Visual Impairment, Including Blindness

The NJSLA for Students with Visual Impairment, Including Blindness

I. Purpose of this Guidance

The New Jersey Student Learning Assessments (NJSLA) are provided online, in

regular print, large print and braille. This document is for Test Coordinators, Test

Administrators, test transcribers and teachers to clarify issues and potential

questions for students with visual impairments, including blindness. Given the

innovative approach to the NJSLA, students with visual impairments who receive

instructional and assessment accommodations, and those professionals that

work with them, will need to plan ahead for testing to ensure that students have

all necessary tools and materials available to complete assessment tasks. All

accommodations must be documented in the student’s Individualized Education

Program (IEP) or 504 plan.

II. Frequently Asked Questions (FAQ)

1. Who is an Eligible Test Administrator?

In general, the following individuals may serve as a Test Administrator:

• Individuals employed by the District as teachers

• District and school-level administrators

• Other certified educational professionals

Eligible Test Administrators and proctors must attend training and follow test procedures

and protocol.

2. What is included in the braille/large print versions of the tests? What additional

materials do I need?

Large print and braille versions of the tests are used by students who have this

presentation format identified in their IEPs or 504 plans for instruction and

assessment. Charts in Section III of the NJSLA Test Administrator Manual identify

the materials packaged with each large print and braille test and additional needed

materials. Additional materials needed must be documented in the student’s IEP or

504 plan, except for the following items:

• Test Administrator Manual

• No. 2 pencils with erasers

• Blank scratch paper

o Blank scratch paper may include: abacus, slate, stylus, Braille Math

Window or Brannan Cubarithm.

• Highlighter

• Graph paper

• Calculator

o Use of a grade-level appropriate calculator is available to

all students during designated portions of the mathematics

assessment.

o Students who have calculators identified as a needed

accommodation in an IEP or 504 plan may use the calculator on all

portions of the mathematics assessment.

APPENDIX L

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98 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

o The calculator currently available in TestNav is not accessible with

screen readers. Students who use a screen reader should use

calculators they use during instructional activities as long as it meets

the NJSLA calculator policy.

o Refer to the NJSLA Calculator Policy for specific information on

grade-level appropriate calculators.

3. What if a student requires a combination of Human Reader, braille, and large print (i.e.,

dual or multi-media)?

Pearson will distribute materials in the following hierarchy:

• Read Aloud Kits

• Large Print Kits

• Braille Kits

Considering the above, if a student requires both large print and braille versions of the

assessment and is registered prior to the deadline for paper materials distribution,

Pearson will generate a materials order for large print ONLY. Test Coordinators will need

to order the additional required materials via additional orders.

4. What special issues exist regarding the use of optical or electronic magnification of the

test?

Electronic magnification systems enlarge print materials in black/white or color

combinations. Magnification for viewing text and graphics can be increased up

to 800% with option for changing font colors, background colors, using a line

marker, etc. They come in a variety of models – desktop or handheld, near or

distance, stand alone or connected to a computer. Electronic magnification

systems provide students with access to all printed materials, and the size of

the print can be customized for the task. Students who require magnification

by using an electronic magnification system can use a regular paper-based test

book.

• If the electronic magnification system used by the student has the ability to

capture images, these images must be deleted at the end of the test session.

• Graphics enlarged on an electronic magnification system may be

problematic for some students with low vision. When an image is magnified,

the student may not be able to see the whole graphic at once. If the student

has difficulty with graphics, a large print test should be ordered. Large print is

the regular print book enlarged to 150% which is equivalent to 18-point font

size.

5. What special issues should be considered regarding students with a visual impairment,

including blindness who may take the online test?

For any student taking the online test, it will be delivered using TestNav.

Screen readers

A screen reader is a software application, separate from text-to-speech embedded

in TestNav, which conveys web content through audio. Screen readers are

appropriate for students who are experienced with using the software, including

those who are blind or have a visual impairment. Pearson has gone to great

lengths to ensure that the TestNav system is accessible to all students. While the

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 99

testing experience may work with a variety of access technology, at this time it has

been tested and optimized to work with Windows 7, the Firefox web browser and

optimizing to JAWS 17.

Students who take the NJSLA online using a screen reader must be able to

independently navigate the online testing environment. Professionals who work

with students who are screen reader users are encouraged to work with students

during instructional activities to ensure that they have independent computer-access

skills. The skills used to navigate the NJSLA are the same needed to access a variety

of internet resources, including the ability to navigate by regions and headings

and the ability to use keyboard shortcuts and lists, such as link lists. See a more

comprehensive list of prerequisite skills in Section IV of this document.

Additionally, at this time only the English language arts (ELA) New Jersey

assessments will be fully accessible with screen readers and braille displays. Work

is underway to make the mathematics assessments accessible, but current assistive

technology limitations prohibit the transadaptation of math into Nemeth code

for display on refreshable braille devices. Students who rely on the use of Nemeth

code for math should take the Paper Based Assessment braille version of the math

assessment.

As with all students taking the NJSLA, students with a visual impairment, including

blindness are encouraged to use the NJSLA practice tests which include screen

reader, large print or access to Braille Ready Files (.brf) to download a braille practice

test. Practice Tests and Sample Items are currently posted on the NJSLA web site.

For more information about prerequisite skills, refer to the Technology Skills

Checklist below.

Refreshable Braille Display

Students who use a screen reader can also access the English language arts (ELA)

assessments using a refreshable braille display. Students who choose to take

advantage of refreshable braille during the NJSLA should be comfortable and

independent with using a refreshable braille display in instructional activities

prior to using one in an assessment environment. As stated above, students and

professionals are encouraged to use the Practice Tests in order to become familiar

and comfortable with the NJSLA Computer Based Assessments.

For more information about prerequisite skills, refer to the Technology Skills

Checklist below.

Screen enlargement

The online New Jersey assessments come with a built-in magnifier that can be

used by all students at any time during the assessment period. This magnifier is

intended to enlarge small areas of the screen so that a student can get a closer

look at a visual image such as a picture or graphic. The built-in magnifier cannot

be increased or decreased, and students will not be able to select answers or

interact with the text that is magnified with the built-in tool. For students with a

visual impairment that require screen enlargement for access, it is recommended

that they use third-party access technology, such as ZoomText or MAGic or other

third-party access technology that conforms with UAAG (User Agent Accessibility

Guidelines), and supports content that is coded to comply with the Web Content

APPENDIX L

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100 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Accessibility Guidelines (WCAG) and the Accessible Rich Internet Applications (ARIA)

recommendations from the World Wide Web Consortium (W3C). Again, any third-

party access technology used during the assessment should be familiar to the

student and used during instruction.

Students may also use screen enlargement capabilities that are built into web

browsers. Note, that some graphical information may become “pixelated” at

very high magnification. Students and teachers should explore the Practice Items

with enlargement in order to determine the efficacy of using the browser-based

enlargement in a testing environment.

For students who will use screen enlargement software with a Human Reader,

refer to the NJSLA Accessibility Features and Accommodations Manual, Appendix

B: Test Administrator Protocol for the Human Reader Accommodation for English

Language Arts (ELA) Assessments, and the Human Reader Accessibility Feature for

Mathematics/Science Assessments.

For more information about prerequisite skills, refer to the Technology Skills

Checklist below.

Color contrast

The TestNav system provides a built-in method for changing the color contrast

settings and is available to all students. Currently, the available choices are Black on

Cream, Black on Light Blue, Black on Light Magenta, White on Black, Light Blue on

Dark Blue or Gray on Green. Color contrast settings can also be adjusted through a

screen enlargement program, such as ZoomText or MAGic.

Braillers and Braille Note-takers

Students who are accustomed to using a brailler, slate and stylus or a braille note-

taker to produce work during instructional activities will be able to do so with the

online test. In these cases, the student will produce their answers and transcribe

them into TestNav or have them transcribed into the TestNav.

6. Who can transcribe the tests?

Only an Eligible Test Administrator who is a certified Teacher of Students with Visual

Impairment, including Blindness or someone working under the direct supervision

of an Eligible Test Administrator who is a certified Teacher of Students with Visual

Impairment, including Blindness may transcribe the student’s responses into the

test booklet, answer document or online form of the NJSLA.

Answers written on braille paper must be transcribed onto the standard-size paper

form of the NJSLA or into TestNav. If responses are written on an electronic braille

note-taker, they should be printed and transcribed into a standard-size paper test

booklet, answer document or into TestNav. The file in the electronic braille note-

taker must be deleted following successful transcription of the student’s responses.

Note: A student response can be embossed for their reviews, after which copies

must be securely shred after transcription.

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 101

III. Testing Materials

English Language Arts (ELA)

Materials

Large Print

Braille

Online

Included with the

Test

•

Instructions

for Large Print

Administration,

including Test

Administrator

scripts

•

Large Print Test

Booklet

•

Standard Print

Test Booklet

or Answer

Document for

transcription

•

Instructions

for Braille

Administration,

including Test

Administrator

scripts

•

Braille test

booklet or answer

document with

embedded tactile

graphics (certain

forms)

•

Picture

descriptions

•

Standard Print

Test Booklet or

Answer Document

for transcription

•

Tactile graphics –

must be ordered

separately as an

Additional Order

Additional Materials

Needed

•

Test Administrator

Manual

•

No. 2 pencils with

erasers

•

Blank scratch

paper

•

Highlighter

•

Other materials

included in the

student’s IEP or

504 plan

•

Test Administrator

Manual

•

No. 2 pencils with

erasers

•

Other materials

included in

student’s IEP or

504 plan, such

as braille writing

devices

•

Test Administrator

Manual

•

No. 2 pencils with

erasers

•

Other materials

included in

student’s IEP or

504 plan, such

as braille writing

devices

•

Student’s

preferred access

technology

APPENDIX L

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102 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

Mathematics/Science

Materials

Large Print English or

Large Print Spanish

Braille

Online

Included with the

Test

•

Instructions

for Large Print

Administration,

including Test

Administrator

Scripts

•

Large Print Test

Booklet

•

Standard Print Test

Booklet or Answer

Document for

transcription

•

Large Print

Mathematics/

Science Reference

Sheet

•

Instructions

for Braille

Administration,

including Test

Administrator

Scripts

•

Braille test

booklet or answer

document with

embedded tactile

graphics

•

Standard Print Test

Booklet or answer

document for

transcription

•

Braille

Mathematics/

Science Reference

Sheet

•

Tactile graphics –

must be ordered

separately

(when the

Computer- based

test becomes

accessible to

screen reader

and refreshable

braille display

users)

APPENDIX L

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ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION 103

Mathematics/Science

Materials

Large Print English or

Large Print Spanish

Braille

Online

Additional Materials

Needed

•

Test Administrator

Manual

•

No. 2 pencils with

erasers

•

Blank scratch

paper

•

Highlighter

•

Regular classroom

compass

•

Grade-level

appropriate large

print ruler –

measures in US

customary and

metric

•

Grade-level

appropriate large

print protractor

•

Grade-level

appropriate

calculator – four-

function, scientific

or graphing

•

Other materials

included in the

student’s IEP or

504 plan

•

Test Administrator

Manual

•

No. 2 pencils with

erasers

•

Braille writing

devices, such as a

Perkins Brailler or

an electronic braille

note-taker

•

Grade-level

appropriate braille

ruler – measures in

US customary and

metric

•

Grade-level

appropriate braille

protractor

•

Grade-level

appropriate tactile

compass

•

Grade-level

appropriate

calculator – four-

function, scientific

or graphing

•

Braille materials

that can be used as

scratch paper

•

Cranmer Abacus

•

Braille Math

Window

•

Brannan Cubarithm

•

Test

Administrator

Manual

•

No. 2 pencils

with erasers

•

Blank scratch

paper or braille

materials that

can be used as

scratch paper

•

Cranmer Abacus

•

Braille Math

Window

•

Brannan

Cubarithm

•

Grade-level

appropriate

tactile compass

•

Grade-level

appropriate

braille ruler –

measures in US

customary and

metric

•

Grade-level

appropriate

braille protractor

•

Grade-level

appropriate

calculator –

four- function,

scientific or

graphing

•

Other materials

included in the

student’s IEP or

504 plan

•

Student’s

preferred access

technology

Personal Needs Profile and Ordering Braille, Large Print and Tactile Graphics

The Personal Needs and Preferences (PNP) Profile is used to gather information regarding a student’s

testing condition, materials, or accessibility features and accommodations that are needed to take

the NJSLA. Any paper based accessibility feature or accommodation which requires materials to

be shipped will need to be requested in the Student Registration File import. (e.g., Large Print,

with Tactile Graphics, Human Reader or Human Signer for ELA Kits, Paper Test for Online Students,

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104 ACCESSIBILITY FEATURES AND ACCOMMODATIONS MANUAL—NINTH EDITION

and Spanish Paper Mathematics/Science Assessments). All students who require braille (tactile

graphics are included with the braille test booklet or answer document) and large print test must

ordered through the student registration file import process. All students who are taking the online

assessments and use screen readers for ELA or mathematics or science must have tactile graphics

populated in their PNP and an additional order must be placed within PearsonAccess

IV. Technology Skills Checklist

Accessibility of testing materials for all students is an important part of the NJSLA.

For a student with visual impairment, including blindness to take the online test,

they will need to have a minimum level of skills with computer technology and

the assistive technology they use to access instructional materials. The following

is a list of skills a student should be using regularly during instructional activities

and be proficient with on the day of testing in order to independently access the

assessment online. Students should, at a minimum, be able to complete these tasks

independently and should be given multiple opportunities to practice using the

Practice Tests and the Sample Items available.

Screen Reader

• Use arrow keys to navigate

• Navigate by headings

• Access and use the Headings List

• Access and use the Links List

• Activate Links using keyboard commands

• Activate Buttons

• Adjust voice settings

• Select text using keyboard commands

• Copy text to clipboard

• Paste text from clipboard

• Access edit fields

• Use check boxes

• Use radio buttons

• Enter and exit forms mode

• Navigate, locate and read text on a webpage

• Navigate and understand a table

Refreshable Braille Display

• Complete all of the functions listed under Screen Reader

• Use corresponding commands to run a screen reader with a supported refreshable braille

display

Screen Magnification

• Adjust color and contrast settings

• Adjust magnification settings

• Use text-to-speech when needed

• Use find features to efficiently find information

APPENDIX L