Usability, Accessibility, and Accommodations Guidelines 2022

USABILITY, ACCESSIBILITY, AND

ACCOMMODATIONS GUIDELINES

Prepared with the assistance of the National Center on Educational Outcomes

June 27, 2024

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

TABLE OF CONTENTS

TABLE OF CONTENTS 2

INTRODUCTION 5

Intended Audience and Recommended Use 6

Smarter Balanced Assessment Design 6

Recognizing Access Needs in All Students 7

Structure of This Document 9

SECTION I: SMARTER BALANCED UNIVERSAL TOOLS 10

What Are Universal Tools? 10

Embedded Universal Tools 10

Non-embedded Universal Tools 13

SECTION II. SMARTER BALANCED DESIGNATED SUPPORTS 15

What Are Designated Supports? 15

Who Makes Decisions About Designated Supports? 15

Embedded Designated Supports 15

Non-embedded Designated Supports 20

SECTION III. SMARTER BALANCED ACCOMMODATIONS 27

What Are Accommodations? 27

Who Makes Decisions About Accommodations? 27

Embedded Accommodations 28

Non-embedded Accommodations 34

References 41

APPENDIX A: SUMMARY OF SMARTER BALANCED UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND

ACCOMMODATIONS 42

APPENDIX B: RESEARCH-BASED LESSONS LEARNED ABOUT UNIVERSAL DESIGN, ACCESSIBILITY TOOLS,

AND ACCOMMODATIONS 44

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Who Might Benefit from Accessibility Features Identified by AA-MAS Research? 44

What Changes Can Be Made to Test Items and Tests That Do Not Change the Construct Being Assessed?45

What Can Test Developers Do to Build on the Lessons Learned from AA-MAS Research and Implementation?

APPENDIX C: FREQUENTLY ASKED QUESTIONS 47

Overview of FAQs 47

APPENDIX D: READ ALOUD GUIDELINES 62

Qualifications for Test Readers 62

Preparation 62

General Guidelines 63

Post Administration 63

English Usage/Conventions 64

Images/Graphics/Diagrams 64

Passages 64

Mathematical Expressions 65

Test Reader Guidance for Mathematics 65

Images/Graphics/Diagrams/Tables 69

From Top to Bottom 69

From Left to Right 70

Clockwise (Start Wherever Makes Sense.) 70

Tables 71

Suggested Test Reader Script 72

References 73

APPENDIX E: SCRIBING PROTOCOL FOR SMARTER BALANCED ASSESSMENTS 74

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Qualifications for Scribes 74

Preparation 74

General Guidelines 75

Content Area Specific Guidelines 75

Considerations for Students Also Using ASL or Other Sign System 77

Considerations for Students Using Braille 78

Post Administration 78

References 79

APPENDIX F: REVISION LOG 80

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INTRODUCTION

Smarter Balanced strives to provide every student with a positive and productive assessment experience,

generating results that are a fair and accurate estimate of each student’s achievement. Further, Smarter

Balanced is building on a framework of accessibility for participating students, including English learners (ELs),

students with disabilities, and ELs with disabilities, but not limited to those groups. In the process of

developing its next-generation assessments to measure students’ knowledge and skills as they progress

toward college and career readiness, Smarter Balanced recognized that the validity of assessment results

depends on every student having appropriate universal tools, designated supports, and accommodations,

when needed, based on the constructs being measured by the assessment. This document was developed for

the Smarter Balanced members to guide the selection and administration of universal tools, designated

supports, and accommodations.

The Smarter Balanced assessment is based on the member standards. Thus, the universal tools, designated

supports, and accommodations that are appropriate for the Smarter Balanced assessment may be different

from those members allowed in the past. For the secure summative assessments, a member can only make

available to students the universal tools, designated supports, and accommodations that are included in the

Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (UAAG). A member may elect not

to make available to its students any universal tool, designated support, or accommodation that is otherwise

included in the UAAG when the implementation or use of the universal tool, designated support, or

accommodation conflicts with a member’s law, regulation, or policy.

The UAAG describes the Smarter Balanced universal tools, designated supports, and accommodations

available for the Smarter Balanced assessments currently (see Appendix A). The specific universal tools,

designated supports, and accommodations approved by Smarter Balanced may change in the future if

additional tools, supports, or accommodations are identified for the assessments based on member

experience and research findings. The Consortium has established a standing committee, including

representatives from Governing members, who review suggested additional universal tools, designated

supports, and accommodations to determine whether changes are warranted.

Proposed changes to the list of universal tools, designated supports, and accommodations are brought to

Governing members for review, input, and vote for approval. Furthermore, members may issue temporary

approvals (i.e., for one summative assessment administration based on a student’s unique need that is not

supported by current UAAG policies) for individual unique student accommodations or designated

supports. K–12 Leads will evaluate formal requests for unique accommodations/designated supports and

determine whether the request poses a threat to the measurement of the construct. Upon issuing a

temporary approval, the member will send documentation of the approval to the Consortium.

The Consortium will consider all member-approved temporary accommodations/designated supports as part

of the annual Consortium UAAG review process. If the Consortium determines it requires additional time to

study the issue before the Consortium can engage in a vote, a member may notify the Consortium that the

member intends to issue temporary approvals for the same accommodation/designated support during the

next summative assessment administration. Members should include in their notification to the Consortium

the intended use of the temporary accommodation/designated support and the rationale for issuing

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temporary authorizations for the next summative assessment administration. The Consortium will provide to

members a list of the temporary accommodations/designated supports issued by members that are not

Consortium-approved accommodations/designated supports and cannot be authorized for the next

summative assessment administration.

INTENDED AUDIENCE AND RECOMMENDED USE

The UAAG is intended for district- and school-level personnel and decision-making teams, including English

language development teams, Individualized Education Program (IEP) or 504 teams, and other teams

supporting students as they prepare for and implement the Smarter Balanced assessment. The UAAG

provides information for classroom teachers, English development educators, special education teachers, and

related services personnel to use in selecting and administering universal tools, designated supports, and

accommodations for those students who need them. The UAAG is also intended for assessment staff and

administrators who oversee the decisions that are made in instruction and assessment.

The guidelines in the UAAG apply to participating students. They emphasize an individualized approach to

the implementation of assessment practices for those students who have diverse needs and participate in

large-scale content assessments. This document focuses on universal tools, designated supports, and

accommodations for the Smarter Balanced content assessments of English language arts (ELA)/literacy and

mathematics (math). At the same time, it supports important instructional decisions about accessibility for

students who participate in the Smarter Balanced assessments. It recognizes the critical connection between

accessibility in instruction and accessibility during assessment. The UAAG is also supported by the Smarter

Balanced Test Administration Manual (TAM).

SMARTER BALANCED ASSESSMENT DESIGN

Smarter Balanced has developed a system of valid, reliable, and fair next-generation assessments aligned to

the member standards in English language arts/literacy and mathematics for grades 3–8 and High School

(HS). The system includes summative assessments for accountability purposes, optional interim assessments

for local use, and formative tools and processes for instructional use. Interim assessments and computer

adaptive testing technologies used for the summative assessments provide meaningful feedback and

actionable data that teachers and other interest holders can use to help students succeed. For more

information, visit http://www.smarterbalanced.org/assessments/development/

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RECOGNIZING ACCESS NEEDS IN ALL STUDENTS

All students (including students with disabilities, ELs, ELs with disabilities, and other diverse students) are to

be held to the same expectations for participation and performance on Smarter Balanced assessments.

Specifically, all students enrolled in grades 3–8 and HS are required to participate in the Smarter Balanced

mathematics assessment except:

 Students with the most significant cognitive disabilities who meet the criteria for the mathematics

alternate assessment based on alternate achievement standards (approximately one percent or

fewer of the student population).

All students enrolled in grades 3–8 and HS are required to participate in the Smarter Balanced English

language arts/literacy assessment except:

 Students with the most significant cognitive disabilities who meet the criteria for the English

language arts/literacy alternate assessment based on alternate achievement standards

(approximately one percent or fewer of the student population).

 ELs who are enrolled for the first year in a U.S. school. These students instead participate in their

required English language proficiency assessment.

Federal laws governing student participation in assessments must meet the requirements of Every Student

Succeeds Act (ESSA) of 2016, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), and

Section 504 of the Rehabilitation Act of 1973 (reauthorized in 2008).

Recognizing the diverse characteristics and needs of students who participate in the Smarter Balanced

assessments, the Smarter Balanced members worked together through the Smarter Balanced Test

Administration and Student Access Work Group to develop an Accessibility and Accommodations Framework

that guided the Consortium as it worked to reach agreement on the specific tools, supports, and

accommodations available for the assessment. The Work Group also considered research-based lessons

learned about universal design, accessibility tools, and accommodations (see Appendix B).

The conceptual model that serves as the basis for the UAAG is shown in Figure 1. This figure portrays several

aspects of the Smarter Balanced assessment features—universal tools (available for all students), designated

supports (available when indicated by an adult or team), and accommodations (available need is documented

in an Individualized Education Program (IEP) or 504 plan). It also portrays the additive and sequentially

inclusive nature of these three aspects. Universal tools are available to all students, including those who

receive designated supports and those who receive accommodations. Designated supports are available to

students for whom the need has been indicated by an educator (or team of educators with parent/guardian

and student). Accommodations are available only to those students with documentation of the need through

a formal IEP or 504 plan. Those students also may use designated supports and universal tools.

A universal tool for one content focus may be an accommodation for another content focus (see, for

example, calculator). Similarly, a designated support may also be an accommodation depending on the

content target (see, for example, scribe). This approach is consistent with the emphasis that Smarter

Balanced has placed on the validity of assessment results coupled with access. Universal tools, designated

supports, and accommodations all yield valid scores that count as participation in assessments that meet the

requirements of ESSA when used in a manner consistent with the UAAG.

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Also, as shown in Figure 1, for each category of assessment features—universal tools, designated supports,

and accommodations—there exists both embedded and non-embedded versions of the tools, supports, or

accommodations depending on whether they are provided as digitally delivered components of the test

administration system or separate from it.

Figure 1: Conceptual Model Underlying the Smarter Balanced Usability, Accessibility, and

Accommodations Guidelines.

The Conceptual Model recognizes that all students should be held to the same expectations for instruction in

CCSS and have available to them universal accessibility features. It also recognizes that some students may

have certain characteristics and access needs that require the use of accommodations for instruction and

when they participate in the Smarter Balanced assessments.

The UAAG presents the current universal tools, designated supports, and accommodations adopted by the

Smarter Balanced members to ensure valid assessment results for all students taking its assessments.

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STRUCTURE OF THIS DOCUMENT

This document is divided into several parts:

• Introduction: This section introduces the document and the conceptual model that is the basis

for the universal tools, designated supports, and accommodations in the UAAG.

• Section I: This section features the universal tools available on Smarter Balanced assessments.

• Section II: This section features the designated supports available on Smarter Balanced

Assessments.

• Section III: This section features the accommodations available on Smarter Balanced

assessments.

• Appendix A: This appendix provides a summary list of Smarter Balanced universal tools,

designated supports, and accommodations.

• Appendix B: This appendix describes lessons learned from research on universal design,

accessibility tools, and accommodations.

• Appendix C: This appendix provides answers to Frequently Asked Questions.

• Appendix D: This appendix provides the Read Aloud Guidelines (June 29, 2023).

• Appendix E: This appendix provides the Scribing Protocol (June 29, 2023).

• Appendix F: This appendix provides a Revision Log that lists all changes to this document by

section, page, description, date, and version.

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SECTION I: SMARTER BALANCED UNIVERSAL TOOLS

WHAT ARE UNIVERSAL TOOLS?

Universal tools are accessibility resources of the assessment that are either provided as digitally delivered

components of the test administration system or separate from it. Universal tools are available to

participating students based on student preference and selection. The universal tools described in this

section are not modifications. Universal tools all yield valid scores that count as participation in assessments

that meet the requirements of ESSA when used in a manner consistent with the UAAG.

EMBEDDED UNIVERSAL TOOLS

The Smarter Balanced digitally delivered assessments include a wide array of embedded universal tools.

These are available to participating students as part of the technology platform.

Table 1 lists the embedded universal tools available to participating students for computer-administered

Smarter Balanced assessments. It includes a description of each tool. Although these tools are available to

participating students, educators may determine that one or more might be distracting for a particular

student, and thus might indicate that the tool should be turned off for the administration of the assessment

to the student (see Section II – Designated Supports).

Table 1. Embedded Universal Tools Available to All Students

Embedded Universal Tool Description

Breaks The number of items per session can be flexibly defined based on the

student’s need. Breaks of more than 20 minutes will prevent the student

from returning to items already attempted by the student. There is no limit

on the number of breaks that a student might be given. The use of this

universal tool may result in the student needing additional overall time to

complete the assessment.

Calculator

(for calculator-allowed

items only, grades 6–8

and HS)

(See Non-embedded

Accommodations for

students who cannot use

the embedded calculator.)

An embedded on-screen digital calculator can be accessed for calculator-

allowed items when students click on the calculator button. This tool is

available only with the specific items for which the Smarter Balanced Item

Specifications indicate that it would be appropriate.

When the embedded calculator, as presented for all students, is not

appropriate for a student (for example, for a student who is blind), the

student may use the calculator offered with assistive technology devices

(such as a talking calculator or a braille calculator) as a non-embedded

accommodation.

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Embedded Universal Tool Description

Digital notepad This tool is used for making notes about an item. The digital notepad is

item-specific and is available through the end of the test segment. Notes

are not saved when the student moves on to the next segment or after a

break of more than 20 minutes.

English dictionary

(for ELA performance task

full writes)

An English dictionary is available for the full write portion of an ELA

performance task. A full write is the second part of a performance task.

The use of this universal tool may result in the student needing additional

overall time to complete the assessment.

English glossary Grade- and context-appropriate definitions of specific construct-irrelevant

terms are shown in English on the screen via a pop-up window. The student

can access the embedded glossary by clicking on any of the preselected

terms. The use of this universal tool may result in the student needing

additional overall time to complete the assessment.

Expandable passages

and/or items

Each passage/stimulus and/or associated item can be expanded so that it

takes up a larger portion of the screen.

Global notes

(for ELA performance

tasks)

Global notes is a notepad that is available for ELA performance tasks in

which students complete a full write. A full write is the second part of a

performance task. The student clicks on the notepad icon for the notepad

to appear. During the ELA performance tasks, the notes are retained from

segment to segment so that the student may go back to the notes even

though the student is not able to go back to specific items in the previous

segment.

Highlighter A digital tool for marking desired text, item questions, item answers, or

parts of these with a color. Highlighted text remains available throughout

each test segment.

Keyboard navigation Navigation throughout text can be accomplished by using a keyboard.

Line reader The student uses an on-screen universal tool to assist in reading by raising

and lowering the tool for each line of text on the screen.

Mark for review Allows students to flag items for future review during the assessment.

Markings are not saved when the student moves on to the next segment or

after a break of more than 20 minutes.

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Embedded Universal Tool Description

Math tools These digital tools (i.e., embedded ruler, embedded protractor) are used for

measurements related to math items. They are available only with the

specific items for which the Smarter Balanced Item Specifications indicate

that one or more of these tools would be appropriate.

Spell check Writing tool for checking the spelling of words in student-generated

responses. Spell check only gives an indication that a word is misspelled; it

does not provide the correct spelling. This tool is available only with the

specific items for which the Smarter Balanced Item Specifications indicate

that it would be appropriate. Spell check is bundled with other embedded

writing tools for math and ELA items with open-ended student responses.

Strikethrough Allows users to cross out answer options. If an answer option is an image, a

strikethrough line will not appear, but the image will be grayed out.

Thesaurus

(for ELA performance task

full writes)

A thesaurus is available for the full write portion of an ELA/literacy

performance task. A thesaurus contains synonyms of terms while a student

interacts with text included in the assessment. A full write is the second

part of a performance task. The use of this universal tool may result in the

student needing additional overall time to complete the assessment.

Writing tools

(for ELA performance task

full writes and math short-

answer items)

Selected writing tools (i.e., bold, italic, bullets, undo/redo) are available for

the ELA performance task full writes and math short-answer items. (Also

see Spell check.) Writing tools are not available for ELA short-answer items.

Zoom A tool for making text or other graphics in a window or frame appear larger

on the screen. The default font size for all tests is 14 pt. The student can

make text and graphics larger by clicking the Zoom In button. The student

can click the Zoom Out button to return to the default or smaller print size.

When using the zoom feature, the student only changes the size of text and

graphics on the current screen. To increase the default print size of the

entire test, the print size must be set for the student in the test registration

tool or set by the test administrator prior to the start of the test. This is the

only feature that test administrators can set. The use of this universal tool

may result in the student needing additional overall time to complete the

assessment.

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NON-EMBEDDED UNIVERSAL TOOLS

Some universal tools may need to be provided outside of the computer test administration system. These

tools, shown in Table 2, are to be provided locally for students. They can be made available to any student.

Table 2. Non-embedded Universal Tools Available to All Students

Non-embedded Universal Tool Description

Breaks Breaks may be given at predetermined intervals or after completion of

sections of the assessment for students taking a paper-and-pencil test.

Sometimes students are allowed to take breaks when individually

needed to reduce cognitive fatigue when they experience heavy

assessment demands. The use of this universal tool may result in the

student needing additional overall time to complete the assessment.

English dictionary

(for ELA performance task full

writes)

An English dictionary can be provided for the full write portion of an

ELA performance task. A full write is the second part of a performance

task. The use of this universal tool may result in the student needing

additional overall time to complete the assessment.

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Non-embedded Universal Tool Description

Scratch paper/Graph paper Students may use blank scratch paper to make notes, write

computations, record responses, or create graphic organizers.

Only plain paper or lined paper is appropriate for ELA.

Graph paper may be used on math assessments at all grade levels but

is required beginning in the sixth grade.

A whiteboard with a marker may be used as scratch paper. So long as

the construct being measured is not impacted, assistive technology

devices, including low-tech assistive technology (Math Window), are

permitted to make notes, including the use of digital graph paper.

The assistive technology device needs to be familiar to the student

and/or consistent with the child’s IEP or 504 plan. Access to internet

must be disabled on assistive technology devices.

CAT: All scratch paper must be collected and securely destroyed at the

end of each CAT assessment session to maintain test security. All notes

on whiteboards or assistive technology devices must be erased at the

end of each CAT session.

Performance Tasks: For mathematics and ELA performance tasks, if a

student needs to take the performance task in more than one session,

scratch paper, whiteboards, and/or assistive technology devices may

be collected at the end of each session, securely stored, and made

available to the student at the next performance task testing session.

Once the student completes the performance task, the scratch or

graph paper must be collected and securely destroyed, whiteboards

should be erased, and notes on assistive technology devices erased to

maintain test security.

Thesaurus

(for ELA performance task full

writes)

A thesaurus contains synonyms of terms while a student interacts with

text included in the assessment. A full write is the second part of a

performance task. The use of this universal tool may result in the

student needing additional overall time to complete the assessment.

Appendix A provides a summary of universal tools, designated supports, and accommodations (both

embedded and non-embedded) available for the Smarter Balanced assessments.

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SECTION II. SMARTER BALANCED DESIGNATED

SUPPORTS

WHAT ARE DESIGNATED SUPPORTS?

Designated supports for the Smarter Balanced assessments are those features that are available for use by

any student for whom the need has been indicated by an educator or team of educators with

parent/guardian and student. The designated supports described in this section are not modifications.

Designated supports all yield valid scores that count as participation in assessments that meet the

requirements of ESSA when used in a manner consistent with the UAAG. It is recommended that a consistent

process be used to determine these supports for individual students. All educators making these decisions

should be trained on the process and should be made aware of the range of designated supports available.

Smarter Balanced members have identified digitally embedded and non-embedded designated supports for

students for whom an adult or team has indicated a need for the support.

Designated supports need to be identified prior to assessment administration. Embedded and non-

embedded supports must be entered into the test registration tool. Any non-embedded designated supports

must be arranged for prior to testing and provided during testing by staff at the local level.

WHO MAKES DECISIONS ABOUT DESIGNATED SUPPORTS?

Informed adults make decisions about designated supports. Ideally, the decisions are made by all educators

familiar with the student’s characteristics and needs, as well as those supports that the student has been

using during instruction and for other assessments. Student input to the decision, particularly for older

students, is also recommended.

The use of an Individual Student Assessment Accessibility Profile (ISAAP), created and provided by Smarter

Balanced, is one process that may be used to determine which designated supports should be available for an

individual student. Schools may choose to use another decision-making process. Regardless of the process

used, all embedded designated supports must be activated prior to testing by entering information into

the test registration tool.

EMBEDDED DESIGNATED SUPPORTS

Table 3 lists the embedded designated supports available to all students for whom the need has been

indicated. It includes a description of each support along with recommendations for when the support might

be needed.

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Table 3. Embedded Designated Supports

Embedded

Designated

Support

Description Recommendations for Use

Color contrast Enables students to adjust screen

background or font color, based on

student needs or preferences. This may

include reversing the colors for the entire

interface or choosing the color of font

and background.

Students with attention difficulties may

need this support for viewing test

content. It also may be needed by some

students with visual impairments or

other print disabilities (including

learning disabilities). Choice of colors

should be informed by evidence that

color selections meet the student’s

needs.

Illustration

glossaries

(for math stimuli

and items)

Illustration glossaries are a language

support. The illustration glossaries are

provided for selected construct-irrelevant

terms for math. Illustrations for these

terms appear on the computer screen

when students select them. Students

with the illustration glossary setting

enabled can view the illustration glossary.

Students can also adjust the size of the

illustration and move it around the

screen.

Illustration glossaries for specific items

are available for students who are:

 advancing toward English

language proficiency (including

non-ELs, ELs, and ELs with

disabilities).

 deaf or hard of hearing, but who

are not proficient in American

Sign Language (ASL).

The use of this support may result in the

student needing additional overall time

to complete the assessment.

Masking Masking involves blocking off content

that is not of immediate need or that

may be distracting to the student.

Students can focus their attention on a

specific part of a test item by masking.

Students with attention difficulties may

need to mask content not of immediate

need or that may be distracting during

the assessment. This support also may

be needed by students with print

disabilities (including learning

disabilities) or visual impairments.

Masking allows students to hide and

reveal individual answer options, as well

as all navigational buttons and menus.

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Embedded

Designated

Support

Description Recommendations for Use

Mouse pointer

(size and color)

This embedded support allows the mouse

pointer to be set to a larger size and for

the color to be changed. A test

administrator sets the size and color of

the mouse pointer prior to testing.

Students who are visually impaired and

need additional enlargement or a mouse

pointer in a different color to find their

mouse pointer more readily on the

screen, will benefit from the mouse

pointer support. Students who have

visual perception challenges will also

find this beneficial. The size and color

are set during registration and cannot

be changed during the administration of

the assessment. Students should have

ample opportunity to practice during

daily instruction with the size and color

to determine their preference.

The mouse pointer can be used with the

zoom universal tool. If students are

using a magnification program (See

Designated Support, magnification.), the

mouse pointer may not be needed

because an enlarged mouse pointer is

built into the magnification programs.

Streamline This designated support provides a

streamlined interface of the test in an

alternate, simplified format in which the

items are displayed below the stimuli.

This designated support may benefit a

small number of students who have

specific learning and/or reading

disabilities and/or visual impairment in

which the text is presented in a more

sequential format. Students should have

familiarity interacting with items in

streamline format.

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Embedded

Designated

Support

Description Recommendations for Use

Text-to-speech in

English

(for math stimuli

and items and ELA

items, not for

reading passages)

(See Embedded

Accommodations

for ELA reading

passages.)

Text is read aloud to the student via

embedded text-to-speech technology.

The student can control the speed as well

as raise or lower the volume of the voice

via a volume control.

Students who are struggling readers

may need assistance accessing the

assessment by having all or portions of

the assessment read aloud. This support

also may be needed by students with

reading-related disabilities, or by

students who are blind and are

advancing toward English braille

proficiency. Students would need to use

this support regularly during instruction

to meaningfully benefit from it on

assessments. Students who use text-to-

speech will need headphones unless

tested individually in a separate setting.

Text-to-speech in

Spanish

(for math stimuli

and items)

Text in Spanish is read aloud to the

student via embedded text-to-speech

technology. The student can control the

speed as well as raise or lower the

volume of the voice via a volume control.

Students who are struggling readers,

whose primary language is Spanish, and

who use dual language supports in the

classroom may need assistance

accessing the assessment by having all

or portions of the assessment read

aloud. This support also may be needed

by students with reading-related

disabilities, or by students who are

advancing toward English braille

proficiency. This support will likely be

confusing and may impede the

performance of students who do not

regularly have the support during

instruction. Students who use text-to-

speech in Spanish will need headphones

unless tested individually in a separate

setting.

See Embedded Accommodations for guidelines on the use of Text-to-speech for ELA reading passages.

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Embedded

Designated

Support

Description Recommendations for Use

Text-to-speech for

responses to short-

answer items

(for Math and ELA)

Students enter their responses, and the

text is read aloud to the student via

embedded text-to-speech technology.

The student can control the speed as well

as raise or lower the volume of the voice

via a volume control.

Students who have text-to-speech

assigned as a designated support or

accommodation.

Translated test

directions in

Spanish

(for math stimuli

and items)

Translation of test directions is a

language support available prior to

beginning the actual test items. Students

can see test directions in Spanish. As an

embedded designated support,

translated test directions are

automatically a part of the dual language

full translations designated support in

English/Spanish.

Students who are advancing toward

English language proficiency (including

non-ELs, ELs, and ELs with disabilities)

can use the translated directions

support. This support should only be

used for students who are proficient

readers in Spanish and not proficient in

English.

Translated

glossaries

(for math stimuli

and items)

Translated glossaries are a language

support. The translated glossaries are

provided for selected construct-irrelevant

terms for math. Translations for these

terms appear on the computer screen

when students click on them. Students

with the language glossary setting

enabled can view the translated glossary.

Students can also select the audio icon

next to the glossary term and listen to

the audio recording of the glossary.

Students who are advancing toward

English language proficiency (including

non-ELs, ELs, and ELs with disabilities)

can use the translated glossary for

specific items. The use of this support

may result in the student needing

additional overall time to complete the

assessment.

Full translations

(dual language in

English/Spanish)

(for math stimuli

and items)

Dual language translations are a linguistic

support that is available for some

students; dual language translations

provide the full translation of English

math test items and stimulus.

For students whose primary language is

Spanish and who use dual language

supports in the classroom, use of the

dual language translation may be

appropriate. Students participate in the

assessment regardless of the language.

This support will increase reading load

and cognitive load. The use of this

support may result in the student

needing additional overall time to

complete the assessment.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Designated

Support

Description Recommendations for Use

Turn off any

universal tools

Disabling any universal tools that might

be distracting or that students do not

need to use or are unable to use.

Students who are easily distracted

(whether designated as having attention

difficulties or disabilities) may be

overwhelmed by some of the universal

tools. Knowing which specific tools may

be distracting is important for

determining which tools to turn off.

NON-EMBEDDED DESIGNATED SUPPORTS

Some designated supports may need to be provided outside of the digital-delivery system. These supports,

shown in Table 4, are to be provided locally for those students unable to use the designated supports when

provided digitally.

Table 4. Non-embedded Designated Supports

Non-embedded

Designated

Support

Description Recommendations for Use

Amplification The student adjusts the volume control

beyond the computer’s built-in settings

using headphones or other non-embedded

devices.

Students may use amplification

assistive technology (e.g.,

headphones, FM System) to increase

the volume provided on the

assessment platform. Use of this

resource likely requires a separate

setting. If the device has additional

features that may compromise the

validity of the test (e.g., internet

access), the additional functionality

must be deactivated to maintain test

security.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Bilingual dictionary

(for ELA

performance task

full writes)

A bilingual/dual language word-to-word

dictionary is a language support. A

bilingual/dual language word-to-word

dictionary can be provided for the full write

portion of an ELA performance task. A full

write is the second part of a performance

task.

For students whose primary language

is not English and who use dual

language supports in the classroom,

use of a bilingual/dual language word-

to-word dictionary may be

appropriate. Students participate in

the assessment regardless of the

language. The use of this support may

result in the student needing

additional overall time to complete

the assessment.

Color overlays Color transparencies are placed over a

paper-and-pencil assessment.

Students with attention difficulties

may need this support to view test

content. This support also may be

needed by some students with visual

impairments or other print disabilities

(including learning disabilities). Choice

of color should be informed by

evidence of those colors that meet the

student’s needs.

Illustration

glossaries

(for math stimuli

and items,

paper/pencil

assessment)

Illustration glossaries are a language

support. The illustration glossaries are

provided for selected construct-irrelevant

terms for math. Illustrations for these

terms appear in a supplement to the paper-

and-pencil test and are identified by item

number.

Illustration glossaries for specific items

are available for students who are:

 advancing toward English

language proficiency (including

non-ELs, ELs, and ELs with

disabilities).

 deaf or hard of hearing, but who

are not proficient in American Sign

Language (ASL).

The use of this support may result in

the student needing additional overall

time to complete the assessment.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Magnification The size of specific areas of the screen (e.g.,

text, formulas, tables, graphics, navigation

buttons, and mouse pointer) may be

adjusted by the student with an assistive

technology device or software.

Magnification allows increasing the size and

changing of the color contrast, including

the size and color of the mouse pointer, to

a level not provided for by the zoom

universal tool, color contrast designated

support, and/or mouse pointer designated

support.

Students who are used to viewing

enlarged text or graphics, or

navigation buttons, with or without

changes to color contrast, may need

magnification to comfortably view

content. This support also may meet

the needs of students with visual

impairments and other print

disabilities. The use of this designated

support may result in the student

needing additional overall time to

complete the assessment.

Medical supports Students may have access to medical

supports for medical purposes (e.g.,

Glucose Monitor, Bluetooth hearing aids).

The medical support may include a cell

phone and should only support the student

during testing for medical reasons.

Educators should follow local policies

regarding medical supports and

ensure students’ health is the highest

priority. Electronic medical support

settings must restrict access to other

applications, or the test administrator

must closely monitor the use of the

medical support to maintain test

security. Use of medical supports may

require a separate setting to avoid

distractions to other test takers and to

ensure test security.

Noise buffers Ear mufflers, white noise, and/or other

equipment used to block external sounds.

Student (not groups of students)

wears equipment to reduce

environmental noises. Students may

have these testing variations if

regularly used in the classroom.

Students who use noise buffers will

need headphones unless tested

individually in a separate setting.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Printed test

directions in

English

Available as a supplement to the Test

Administration Manual, a printed copy of

oral test directions in English may be

provided to the student.

Students for whom printed reading

supports for verbally delivered

directions enable them to follow along

with the verbal directions, may benefit

from this support. Students who may

be multilingual or have hearing or

auditory-processing difficulties, with

or without reading-related disabilities,

may need this support in English.

A student should have the option of

asking the test administrator to slow

down or repeat any verbal direction

provided. The use of this support may

result in the student needing

additional overall time to complete

the assessment.

Read aloud

(for math stimuli

and items and ELA

items, not for

reading passages)

(See Non-

embedded

Accommodations

for ELA reading

passages.)

Text is read aloud to the student by a

trained and qualified human reader who

follows the administration guidelines

provided in the Smarter Balanced Test

Administration Manual and Read Aloud

Protocol (see Appendix D). All or portions of

the content may be read aloud.

Students who are struggling readers

may need assistance accessing the

assessment by having all or portions of

the assessment read aloud.

This support also may be needed by

students with reading-related

disabilities, or by students who are

blind and are advancing toward

English braille proficiency. If not used

regularly during instruction, this

support is likely to be confusing and

may impede the performance on

assessments. Readers should be

provided to students on an individual

basis—not to a group of students.

A student should have the option of

asking a reader to slow down or

repeat text. The use of this support

may result in the student needing

additional overall time to complete

the assessment and/or the use of a

separate setting.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Read aloud in

Spanish

(for mathematics,

all grades)

Spanish text is read aloud to the student by

a trained and qualified human reader who

follows the administration guidelines

provided in the Smarter Balanced Test

Administration Manual and the Read Aloud

Guidelines. All or portions of the content

may be read aloud.

Students receiving the translations

(dual language) designated support

and who are struggling readers may

need assistance accessing the

assessment by having all or portions of

the assessment read aloud.

This support also may be needed by

students with reading-related

disabilities. If not used regularly during

instruction, this support is likely to be

confusing and may impede the

performance on assessments.

A student should have the option of

asking a reader to slow down or

repeat text. The use of this support

may result in the student needing

additional overall time to complete

the assessment and/or the use of a

separate setting.

Scribe

(for all items

except ELA

performance task

full write)

(See

Accommodations

for ELA

performance task

full write.)

Students dictate their responses to a

human who records verbatim what they

dictate. The scribe must be trained and

qualified and must follow the

administration guidelines provided in the

Smarter Balanced Test Administration

Manual.

Students who have documented

significant motor or processing

difficulties, or who have had a recent

injury (such as a broken hand or arm)

that make it difficult to produce

responses, may need to dictate their

responses to a human, who then

records the students’ responses

verbatim. The use of this support may

result in the student needing

additional overall time to complete

the assessment.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Separate setting Test location is altered so that the student

is tested in a setting different from that

made available for most students.

Students who are easily distracted (or

may distract others) in the presence of

other students, for example, may

need an alternate location to take the

assessment. The separate setting may

be in a different room that allows

them to work individually or among a

smaller group. The student may read

aloud to self, use a device requiring

voicing (e.g., a Whisper Phone), or use

Amplification. It may also include a

calming device or support as

recommended by educators and/or

specialists. Or the separate setting

may be in the same room but in a

specific location (for example, away

from windows, doors, or pencil

sharpeners, in a study carrel, near the

teacher’s desk, or in the front of a

classroom). Some students may

benefit from being in an environment

that allows for movement, such as

being able to walk around. In some

instances, students may need to

interact with instructional or test

content outside of school, such as in a

hospital or their home. A specific

adult, trained in a manner consistent

with the Test Administration Manual

(TAM), can act as test proctor (test

administrator) when a student

requires it.

Simplified test

directions

The test administrator simplifies or

paraphrases the test directions found in the

Smarter Balanced Test Administration

Manual according to the Guidelines for

Simplified Test Directions.

Students who need additional support

understanding the test directions may

benefit from this resource.

This designated support may require

testing in a separate setting to avoid

distracting other test takers.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Designated

Support

Description Recommendations for Use

Translated test

directions

PDF of directions translated in each of the

languages currently supported. Bilingual

adult can read to student.

Students who are advancing toward

English language proficiency (including

non-ELs, ELs, and ELs with disabilities)

can use the translated test directions.

In addition, a biliterate adult trained in

the Test Administration Manual can

read the test directions to the student.

The use of this support may result in

the student needing additional overall

time to complete the assessment.

Translated test

directions in

American Sign

Language (ASL)

Test directions that include test

administration scripts are translated into

ASL video. The ASL human signer and the

signed test content are viewed at the same

time. Students may view portions of the

ASL video as often as needed.

Some students who are deaf or hard

of hearing and who typically use ASL

may need this support when accessing

text-based directions in the

assessment. The use of this

designated support may result in the

student needing additional overall

time to complete the assessment.

Translations

(glossaries)

(for math items,

paper-pencil

assessment)

Translated glossaries are a language

support. Translated glossaries are provided

for selected construct-irrelevant terms for

math. Glossary terms are listed by item and

include the English term and its translated

equivalent.

Students who are advancing toward

English language proficiency (including

non-ELs, ELs, and ELs with disabilities)

can use the translation glossary for

specific items. The use of this support

may result in the student needing

additional overall time to complete

the assessment.

Appendix A provides a summary of universal tools, designated supports, and accommodations (both

embedded and non-embedded) available for the Smarter Balanced assessments.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

SECTION III. SMARTER BALANCED

ACCOMMODATIONS

WHAT ARE ACCOMMODATIONS?

Accommodations are changes in procedures or materials that increase equitable access during the Smarter

Balanced assessments. The accommodations described in this section are not modifications.

Accommodations all yield valid scores that count as participation in assessments that meet the requirements

of ESSA when used in a manner consistent with the UAAG. They allow students to show what they know and

can do. Smarter Balanced members have identified digitally embedded and non-embedded accommodations

for students for whom there is documentation of the need for the accommodations on an Individualized

Education Program (IEP) or 504 plan. One exception to the IEP or 504 requirement is for students who have

had a physical injury (e.g., broken hand or arm) that impairs their ability to use a computer. These students

may use the speech-to-text or the scribe accommodations (if they have had sufficient experience with the

use of these), as noted in this section.

Determination of which accommodations an individual student will have available for the assessment is

necessary because these accommodations must be made available before the assessment, either by entering

information into the test registration tool, for embedded accommodations, or by ensuring that the materials

or setting are available for the assessment for non-embedded accommodations.

The Smarter Balanced Test Administration staff and Student Access Work Group recognized that

accommodations could increase cognitive load or create other challenges for students who do not need them

or who have not had experience using them. Because of this possibility, Smarter Balanced members agreed

that a student’s parent/guardian should know about the availability of specific accommodations through a

parent/guardian report. This would ensure that parents/guardians are aware of the conditions under which

their child participated in the assessment. Information included in the parent/guardian report should not be

the basis for any educational decisions (such as eligibility for an advanced placement class) nor for

documenting/reporting the use of the accommodation elsewhere (such as on a transcript).

WHO MAKES DECISIONS ABOUT ACCOMMODATIONS?

IEP teams and educators make decisions about accommodations. These teams (or educators for 504 plans)

provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan.

The IEP team (or educator developing the 504 plan) is responsible for ensuring that information from the IEP

is entered into the test registration tool, so that all embedded accommodations can be activated prior to

testing. This can be accomplished by identifying one person from the team to enter information into the test

registration tool, or by providing information to the test coordinator who enters into the test registration tool

a form that lists all accommodations and designated supports needed by individual students on IEPs or 504

plans.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

EMBEDDED ACCOMMODATIONS

Table 5 lists the embedded accommodations available for the Smarter Balanced assessments for those

students for whom the accommodations are included on an IEP or 504 plan. The table includes a description

of each accommodation along with recommendations for when the accommodation might be needed and

how it can be used. For those accommodations that may be considered controversial, a description of

considerations about the use of the accommodation is provided.

Table 5. Embedded Accommodations

Embedded

Accommodation

Description Recommendations for Use

American Sign

Language (ASL)

(for ELA listening

items and math

items)

Test content is translated into an ASL

video. ASL human signer and the

signed test content are viewed on the

same screen. Students may view

portions of the ASL video as often as

needed.

Some students who are deaf or hard of

hearing and who typically use ASL may

need this accommodation when

accessing text-based content in the

assessment. The use of this

accommodation may result in the

student needing additional overall time

to complete the assessment. For many

students who are deaf or hard of

hearing, viewing signs is the only way to

access information presented orally. It is

important to note, however, that some

students who are hard of hearing will be

able to listen to information presented

orally if provided with appropriate

amplification and a setting in which

extraneous sounds do not interfere with

clear presentation of the audio

presentation in a listening test.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Accommodation

Description Recommendations for Use

Braille

(ELA and Math)

A raised-dot code that individuals read

with the fingertips. Graphic material

(e.g., maps, charts, graphs, diagrams,

and illustrations) is presented in a

raised format (paper or thermoform).

Contracted and non-contracted braille

is available; Nemeth and UEB Math

code(s) are available for math.

Students with visual impairments may

read text via braille. Tactile overlays and

graphics also may be used to assist the

student in accessing content through

touch. Due to limitations with

refreshable braille technology and math

braille codes, refreshable braille is

available only for ELA. For math, braille

will be presented via embosser;

embosser-created braille can be used for

ELA also. Alternative text descriptions

are embedded in the assessment for all

graphics. The type of braille presented to

the student (contracted or non-

contracted) is set in the test registration

tool. The use of this accommodation may

result in the student needing additional

overall time to complete the assessment.

Braille transcript

(ELA listening

passages)

A braille transcript of the closed

captioning created for the listening

passages. The braille transcripts are

available in the following braille codes:

ELA

 UEB uncontracted

 UEB contracted

Students may have difficulty hearing the

listening portion of the passage and do

not have enough functional vision to

read the closed captioning provided for

the passage. These students who are

visually impaired or blind and deaf or

hard of hearing AND who use braille may

have access to Braille transcripts. These

students must be registered in the test

registration tool for both braille and

closed captioning. The use of this

accommodation may result in the

student needing additional overall time

to complete the assessment.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Accommodation

Description Recommendations for Use

Closed captioning

(for ELA listening

passages)

Printed text that appears on the

computer screen as audio materials

are presented.

Students who are deaf or hard of hearing

and who typically access information

presented via audio by reading words

that appear in synchrony with the audio

presentation may need this support to

access audio content. For many students

who are deaf or hard of hearing, viewing

words (sometimes in combination with

reading lips and ASL) is how they access

information presented orally. It is

important to note, however, that some

students who are hard of hearing will be

able to listen to information presented

orally if provided with appropriate

amplification and a setting in which

extraneous sounds do not interfere with

clear presentation of the audio

presentation in a listening test.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Accommodation

Description Recommendations for Use

Speech-to-text in

English

(for ELA and Math

short-answer items,

and ELA performance

task full writes)

Embedded voice recognition allows

students to use their voices as input

devices to the computer to dictate

responses. Voice recognition software

generally can recognize speech up to

160 words per minute. Students may

use their own assistive technology

devices instead of embedded Speech-

to-text (see Non-embedded Speech-to-

text).

Students who have motor or processing

disabilities (such as dyslexia) or who

have had a recent injury (such as a

broken hand or arm) that make it

difficult to produce text or commands

using computer keys may need

alternative ways to work with

computers. Students will need to be

familiar with the software and have had

many opportunities to use it prior to

testing. Speech-to-text software requires

that the student go back through all

generated text to correct errors in

transcription, including use of writing

conventions; thus, prior experience with

this accommodation is essential.

For many of these students, using voice

recognition software is the only way to

demonstrate their composition skills.

Still, use of speech-to-text does require

that students know writing conventions

and that they have the review and

editing skills required of students who

enter text via the computer keyboard.

It is important that students who use

speech-to-text also be able to develop

planning notes via speech-to-text, and to

view what they produce while

composing via speech-to-text.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Accommodation

Description Recommendations for Use

Speech-to-Text in

Spanish

(for Math short-

answer items)

Embedded voice recognition allows

students to use their voices as input

devices to the computer to dictate

responses. Voice recognition software

can recognize speech up to 160 words

per minute. Students may use their

own assistive technology devices

instead of embedded Speech-to-text

(see Non-embedded Speech-to-text).

Students who have motor or processing

disabilities (such as dyslexia) or who

have had a recent injury (such as a

broken hand or arm) that make it

difficult to produce text or commands

using computer keys may need

alternative ways to work with

computers. Students will need to be

familiar with the software and have had

many opportunities to use it prior to

testing. Speech-to-text software requires

that the student go back through all

generated text to correct errors in

transcription, including use of writing

conventions; thus, prior experience with

this accommodation is essential. For

many of these students, using voice

recognition software is the only way to

demonstrate their composition skills.

Still, use of speech-to-text does require

that students know writing conventions

and that they have the review and

editing skills required of students who

enter text via the computer keyboard.

It is important that students who use

speech-to-text also be able to develop

planning notes via speech-to-text, and to

view what they produce while

composing via speech-to-text.

Text-to-speech

(for ELA reading

passages, all grades)

Text is read aloud to the student via

embedded text-to-speech technology.

The student can control the speed as

well as raise or lower the volume of

the voice via a volume control.

This accommodation is appropriate for a

very small number of students. Text-to-

speech is available as an accommodation

for students whose need is documented

in an IEP or 504 plan. Students who use

text-to-speech will need headphones

unless tested individually in a separate

setting.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Embedded

Accommodation

Description Recommendations for Use

Word completion

(for ELA)

Word completion allows students to

begin writing a word and choose from

a list of single words that have been

predicted from word frequency and

syntax rules. Word completion is

delivered via an embedded software

program. The program must use only

single word completion. Functionality

such as phrase prediction, predict

ahead, or next word will be

unavailable. The program must have

settings that allow only a basic

dictionary. Expanded dictionaries, such

as topic dictionaries and word banks,

must be deactivated. Phonetic spelling

functionality may be used, as well as

speech output built into the program,

which reads back the information the

student has written. If further supports

are needed for speech output, see

text-to-speech, or read aloud policies.

Students who use word completion in

conjunction with speech output will

need headphones unless tested

individually in a separate setting.

Students who have documented motor

or orthopedic impairments, which

severely impair their ability to provide

written or typed responses without the

use of assistive technology, may use

word completion. Students with

moderate to severe learning disabilities

that prevent them from recalling,

processing, or expressing written

language, may also use word

completion. Students will need to be

familiar with the software and have had

many opportunities to use it in daily

instruction. Use of word completion

does require that students know writing

conventions and that they have the

review and editing skills required of all

students. It is important that students

who use word completion also be able to

develop planning notes and review their

writing with or without text-to-speech.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

NON-EMBEDDED ACCOMMODATIONS

Table 6 lists the non-embedded accommodations available for the Smarter Balanced assessments for those

students for whom the accommodations are documented on an IEP or 504 plan. The table includes a

description of each accommodation, along with recommendations for when the accommodation might be

needed and how it can be used. For those accommodations that may be considered controversial, a

description of considerations about the use of the accommodation is provided.

Table 6. Non-embedded Accommodations

Non-embedded

Accommodation

Description Recommendations for Use

100s number table A paper-and-pencil table listing numbers

from 1–100 available from Smarter

Balanced for reference.

Students with visual processing or

spatial perception needs may find this

beneficial, as documented in their IEP

or 504 plan.

Abacus This tool may be used in place of scratch

paper for students who typically use an

abacus.

Some students, including students

with visual impairments or with

documented processing impairments,

who typically use an abacus, may use

an abacus in place of scratch paper.

Alternate response

options

Alternate response options include but

are not limited to adapted keyboards,

large keyboards, Sticky Keys, Mouse

Keys, Filter Keys, adapted mouse, touch

screen, head wand, and switches.

Students with some physical

disabilities (including both fine motor

and gross motor skills), may need to

use the alternate response options

accommodation. Some alternate

response options are external devices

that must be plugged in and be

compatible with the assessment

delivery platform.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Accommodation

Description Recommendations for Use

Braille

(paper/pencil

assessment)

A raised-dot code that individuals read

with the fingertips. Graphic material

(e.g., maps, charts, graphs, diagrams, and

illustrations) is presented in a raised

format (paper or thermoform). Codes

available on paper-and-pencil:

ELA

 UEB uncontracted

 UEB contracted

Mathematics

 UEB uncontracted with Nemeth

 UEB contracted with Nemeth

 UEB uncontracted with UEB

math

 UEB contracted with UEB math

Students with visual impairments may

read text via braille. Tactile overlays

and graphics also may be used to assist

the student in accessing content

through touch. The type of braille

presented to the student (contracted

or non-contracted) is set in the test

registration tool. The use of this

accommodation may result in the

student needing additional overall

time to complete the assessment.

Raised-line

Drawings/Tactile

graphics

(Math)

This technology provides graphics

created with thicker printed lines in

addition to raised dots.

These graphics will be available as an

option for the package of

pre-embossed materials that

accompany the Math Hybrid Adaptive

Test (HAT).

The student’s IEP team will determine

which option (raised line graphics or

regular embossed graphics) is best for

the student.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Accommodation

Description Recommendations for Use

Calculator

(for calculator

allowed items only,

grades 6–8 and HS)

A non-embedded, stand-alone calculator

for students needing a specialized

calculator, such as a braille calculator or

a talking calculator, currently unavailable

within the assessment platform.

Students who are unable to use the

embedded calculator for calculator-

allowed items, can use the calculator

that they typically use, such as a braille

calculator or a talking calculator.

Test administrators should ensure that

the calculator is available only for

designated calculator items and that

calculator functions are consistent

with those of the embedded calculator

for each grade level. The non-

embedded calculator should have no

internet or wireless connectivity, and

all security procedures need to be

followed.

Multiplication table A paper-based multiplication table

containing numbers 1–12 will be

available from Smarter Balanced for

reference.

For students with a documented and

persistent calculation disability (i.e.,

dyscalculia).

Print on demand Paper copies of either passages/stimuli

and/or items are printed for students.

For those students needing a paper copy

of a passage or stimulus, permission for

the students to request printing must

first be set in the test registration tool.

For those students needing a paper copy

of one or more items, the member’s help

desk must be contacted by the school or

district coordinator to have the

accommodation set for the student.

Some students with disabilities may

need paper copies of either

passages/stimuli and/or items. A very

small percentage of students need this

accommodation. The use of this

accommodation may result in the

student needing additional time to

complete the assessment.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Non-embedded

Accommodation

Description Recommendations for Use

Read aloud

(for ELA reading

passages, all grades)

(See Designated

Supports for ELA

items and math

items.)

Text is read aloud to the student via an

external screen reader or by a trained

and qualified human reader who follows

the administration guidelines provided in

the Smarter Balanced Test

Administration Manual and Read Aloud

Guidelines. All or portions of the content

may be read aloud. Members can refer

to the Guidelines for Choosing TTS or

Read Aloud in Grades 3–5 when deciding

if this accommodation is appropriate for

a student.

This accommodation is appropriate for

a very small number of students.

Read aloud is available as an

accommodation for students whose

need is documented in an IEP or 504

plan. A student should have the option

of asking a reader to slow down or

repeat text. The use of this

accommodation may result in the

student needing additional time to

complete the assessment and/or the

use of a separate setting.

Scribe

(for ELA performance

task full write)

(See Designated

Supports for math

and other ELA items.)

Students dictate their responses to a

human who records verbatim what they

dictate. The scribe must be trained and

qualified and must follow the

administration guidelines provided in the

Smarter Balanced Test Administration

Manual.

Students who have documented

significant motor or processing

difficulties, or who have had a recent

injury (such as a broken hand or arm)

that makes it difficult to produce

responses, may need to dictate their

responses to a human, who then

records the students’ responses

verbatim on the ELA performance task

full write. The full write is the second

part of the performance task. The use

of this accommodation may result in

the student needing additional time

overall to complete the assessment.

For many of these students, dictating

to a human scribe is the only way to

demonstrate their composition skills.

It is important that these students be

able to develop planning notes via the

human scribe, and to view what they

produce while composing via dictation

to the scribe.

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Non-embedded

Accommodation

Description Recommendations for Use

Speech-to-text in

English

Voice recognition allows students to use

their voices as input devices to the

computer to dictate responses or give

commands (e.g., opening application

programs, pulling down menus, and

saving work). Voice recognition software

can recognize speech up to 160 words

per minute. Students may use their own

assistive technology devices.

Students who have motor or

processing disabilities (such as

dyslexia) or who have had a recent

injury (such as a broken hand or arm)

that make it difficult to produce text or

commands using computer keys, may

need alternative ways to work with

computers. Students will need to be

familiar with the software and have

had many opportunities to use it prior

to testing. Speech-to-text software

requires that the student go back

through all generated text to correct

errors in transcription, including use of

writing conventions; thus, prior

experience with this accommodation is

essential. If students use their own

assistive technology devices, all

assessment content should be deleted

from these devices after the test for

security purposes. For many of these

students, using voice recognition

software is the only way to

demonstrate their composition skills.

Still, use of speech-to-text does

require that students know writing

conventions and that they have the

review and editing skills required of

students who enter text via the

computer keyboard. It is important

that students who use speech-to-text

also be able to develop planning notes

via speech-to-text, and to view what

they produce while composing via

speech-to-text.

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Non-embedded

Accommodation

Description Recommendations for Use

Speech-to-text in

Spanish

(for Math short-

answer items)

Voice recognition allows students to use

their voices as input devices to the

computer to dictate responses or give

commands (e.g., opening application

programs, pulling down menus, and

saving work). Voice recognition software

can recognize speech up to 160 words

per minute. Students may use their own

assistive technology devices.

Students who have motor or

processing disabilities (such as

dyslexia) or who have had a recent

injury (such as a broken hand or arm)

that make it difficult to produce text or

commands using computer keys, may

need alternative ways to work with

computers. Students will need to be

familiar with the software and have

had many opportunities to use it prior

to testing. Speech-to-text software

requires that the student go back

through all generated text to correct

errors in transcription, including use of

writing conventions; thus, prior

experience with this accommodation is

essential. If students use their own

assistive technology devices, all

assessment content should be deleted

from these devices after the test for

security purposes. For many of these

students, using voice recognition

software is the only way to

demonstrate their composition skills.

Still, use of speech-to-text does

require that students know writing

conventions and that they have the

review and editing skills required of

students who enter text via the

computer keyboard. It is important

that students who use speech-to-text

also be able to develop planning notes

via speech-to-text, and to view what

they produce while composing via

speech-to-text.

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Non-embedded

Accommodation

Description Recommendations for Use

Word completion Word completion allows students to

begin writing a word and choose from a

list of single words that have been

predicted from word frequency and

syntax rules. Word completion is

delivered via a non-embedded software

program. The program must use only

single word completion. Functionality

such as phrase prediction, predict ahead,

or next word will be unavailable. The

program must have settings that allow

only a basic dictionary. Expanded

dictionaries, such as topic dictionaries

and word banks, must be deactivated.

Phonetic spelling functionality may be

used, as well as speech output built into

the program, which reads back the

information the student has written.

If further supports are needed for speech

output, see text-to-speech, or read aloud

policies. Students who use word

completion in conjunction with speech

output will need headphones unless

tested individually in a separate setting.

Students may use their own assistive

technology devices.

Students who have documented

motor or orthopedic impairments,

which severely impair their ability to

provide written or typed responses

without the use of assistive

technology, may use word completion.

Students with moderate to severe

learning disabilities that prevent them

from recalling, processing, or

expressing written language, may also

use word completion. Students will

need to be familiar with the software

and have had many opportunities to

use it in daily instruction. Use of word

completion does require that students

know writing conventions and that

they have the review and editing skills

required of all students. It is important

that students who use word

completion also be able to develop

planning notes and review their

writing with or without text-to-speech.

If students use their own assistive

technology devices, all assessment

content should be deleted from these

devices after the test for security

purposes.

Appendix A provides a summary of universal tools, designated supports, and accommodations (both

embedded and non-embedded) available for the Smarter Balanced assessments.

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REFERENCES

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

administer, and evaluate the use of accommodations for instruction and assessment of students with

disabilities (3

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

and Student Standards, Council of Chief State School Officers.

Christensen, L., Shyyan, V., Schuster, T., Mahaley, P., & Saez, S. (2012). Accommodations manual: How to

select, administer, and evaluate use of accommodations for instruction and assessment of English language

learners. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Fedorchak, G. (2012). Access by Design–Implications for equity and excellence in education. Draft paper

prepared for the Smarter Balanced Assessment Consortium.

Measured Progress. (2012). Smarter Balanced Assessment Consortium: General Accessibility Guidelines.

Available at: https://portal.smarterbalanced.org/library/en/general-accessibility-guidelines.pdf

National Center on Educational Outcomes. (2009). Accommodations bibliography. Minneapolis, MN:

University of Minnesota, National Center on Educational Outcomes. Available at:

https://nceo.info/Resources/publications/OnlinePubs/AccommBibliography/AccomStudies.htm

National Council on Measurement in Education. (2012). Testing and data integrity in the administration of

statewide student assessment programs. Available at: https://files.eric.ed.gov/fulltext/ED605011.pdf

Shyyan, V., Christensen, L., Touchette, B., Lightborne, L., Gholson, M., & Burton, K. (2013). Accommodations

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

English language learners with disabilities. Minneapolis, MN: University of Minnesota, National Center on

Educational Outcomes.

Smarter Balanced. (2012). Translation accommodations framework for testing ELLs in mathematics.

Available at:

https://portal.smarterbalanced.org/library/en/translation-accommodations-framework-for-

testing-english-language-learners-in-mathematics.pdf.

Smarter Balanced. (2012). Accommodations for English Language Learners and Students with Disabilities:

A Research-Based Decision Algorithm. Available at:

https://portal.smarterbalanced.org/library/en/accommodations-for-english-language-learners-and-students-

with-disabilities-a-research-based-decision-algorithm.pdf.

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APPENDIX A: SUMMARY OF SMARTER BALANCED

UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND

ACCOMMODATIONS

Embedded Universal Tools, Designated Supports, and Accommodations

Universal Tools Designated Supports Accommodations

Breaks

Calculator

Digital notepad

English dictionary

English glossary

Expandable passages and/or items

Global notes

Highlighter

Keyboard navigation

Line reader

Mark for review

Math tools

Spell check

Strikethrough

Thesaurus

Writing tools

Zoom

Color contrast

Illustration glossaries

Masking

Mouse pointer

Streamline

Text-to-speech

Text-to-speech in Spanish

Translated test directions

Translations glossary

Full Translations (dual

language)

Turn off any universal tools

American Sign

Language

Braille

Braille transcript

Closed captioning

Speech-to-text

Text-to-speech

Word completion

For calculator-allowed items only in grades 6–8 and HS

For ELA performance task full writes

For ELA performance tasks

Includes embedded ruler, embedded protractor

For ELA performance task full writes

Includes bold, italic, underline, indent, cut, paste, spell check, bullets, undo/redo

For math stimuli and items

For math stimuli and items, and ELA items (not for reading passages)

For math stimuli and items

For ELA listening Items and math items

For ELA listening passages

For ELA reading passages, all grades

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Non-embedded Universal Tools, Designated Supports, and Accommodations

Universal Tools Designated Supports Accommodations

Breaks

English dictionary

Scratch paper

Thesaurus

Amplification

Bilingual dictionary

Color contrast

Color overlays

Illustration glossaries

Magnification

Medical supports

Noise buffers

Printed test directions in English

Read aloud

Read aloud in Spanish

Scribe

Separate setting

Simplified test directions

Translated test directions

Translated test directions in

American Sign Language

Translations glossary

100s number table

Abacus

Alternate response

options

Braille

Calculator

Multiplication table

Color contrast with Print

on demand

Read aloud

Scribe

Speech-to-text

Word completion

For ELA performance task full writes

For math items, paper-and-pencil assessment

For math stimuli and items, and ELA items (not for reading passages)

For math, all grades

For all items except ELA performance task full writes

For math items on the paper-and-pencil assessment

Includes adapted keyboards, large keyboards, Sticky Keys, Mouse Keys, Filter Keys, adapted mouse, touch screen,

head wand, and switches

For math and ELA paper-pencil assessment

For calculator-allowed items only, grades 6–8 and HS

For ELA reading passages, all grades

For ELA performance task full writes

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APPENDIX B: RESEARCH-BASED LESSONS LEARNED ABOUT

UNIVERSAL DESIGN, ACCESSIBILITY TOOLS, AND

ACCOMMODATIONS

More than half of all Consortium members participated in research spurred by the opportunity that members

had to develop alternate assessments based on modified achievement standards (AA-MAS). The research

conducted since 2007 provides numerous findings that are relevant to the next-generation assessments.

Lessons learned from this research that are relevant to the Smarter Balanced Assessment System are

highlighted here.

WHO MIGHT BENEFIT FROM ACCESSIBILITY FEATURES IDENTIFIED BY

AA-MAS RESEARCH?

Several studies explored the characteristics of students who might benefit from an AA-MAS and the

accessibility features incorporated in the assessment. These studies consistently found:

 Students with and without Individualized Education Programs (IEPs) and 504 plans would likely

benefit from assessments with increased accessibility features.

 Students identified for the AA-MAS or who were among the lowest performing students in a member

state/territory tended to be males, ethnic or racial minorities, English learners, or from low

socioeconomic backgrounds.

 Students identified for the AA-MAS tended to have difficulty with:

• Print materials

• High vocabulary load materials

• Directions

• Multistep problem solving

 Students identified for the AA-MAS tended to have:

• Distractibility

• Limited metacognitive skills

• Poor organizational skills

• Poor self-monitoring skills

• Slower work pace

The research used to develop this summary was highlighted in the document Lessons Learned in Federally Funded

Projects That Can Improve the Instruction and Assessment of Low Performing Students with Disabilities, edited by M.

Thurlow, S. Lazarus, and S. Bechard (2012), available at https://nceo.umn.edu/docs/OnlinePubs/LessonsLearned.pdf

and presentations by the authors of three of the chapters in the Lessons Learned report, Sue Bechard, Vince Dean,

Sheryl Lazarus, and Shelly Loving-Ryder, along with representatives from the two general assessment consortia (PARCC–

Tamara Reavis; Smarter Balanced–Magda Chia).

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 Limited working memory capacity

WHAT CHANGES CAN BE MADE TO TEST ITEMS AND TESTS THAT DO NOT

CHANGE THE CONSTRUCT BEING ASSESSED?

Many studies examined the effects of changes to test items or the tests themselves. Among those changes

that did not violate the construct were:

 Enhanced directions

 Increased size of text and visuals

 Increased white space

 Simplified formats, including simplified visuals

 Underlining

Among those changes that might not violate the construct, depending on how the construct was specifically

defined, were:

 Adding visuals

 Bolding text

 Simplifying language in item stems

 Changing distractors by editing the attractive distractor or changing the order of distractors

 Chunking text by embedding questions within a passage

 Reordering items

 Providing thought questions or hint boxes

 Scaffolding for vocabulary, definition, context, inference, or complex questions

Other findings highlighted the need for individualized decisions about some accessibility features. For

example:

 Read-aloud features are differentially effective for and preferred by students.

 Some features increase engagement and motivation in students.

 Too many features can be confusing to students.

Researchers found that students needed to have the opportunity to practice new item types and new

accessibility features. In addition, their research emphasized the benefits of cognitive labs and item tryouts

with students.

WHAT CAN TEST DEVELOPERS DO TO BUILD ON THE LESSONS LEARNED

FROM AA-MAS RESEARCH AND IMPLEMENTATION?

Many studies and AA-MAS implementation efforts pointed to considerations for test developers.

For example:

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 Require item-writer training that focuses on universal design and accessibility principles.

 Develop items from scratch rather than attempting to modify existing items to increase universal

design and accessibility characteristics.

 Ensure that all users understand the purpose of the assessment through professional development

activities.

 Always consider format changes that might increase the accessibility of items and tests, but make

changes to content and cognitive load only after careful delineation of the purpose and content

targets of the assessment.

 Engage in research on the effects of individual changes and combinations of changes intended to

increase universal design and accessibility.

 Implement innovative items with caution, and only after exploring the accessibility implications of

the innovative items.

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APPENDIX C: FREQUENTLY ASKED QUESTIONS

Smarter Balanced members identified frequently asked questions (FAQs) and developed applicable responses

to support the information provided in the Smarter Balanced Usability, Accessibility, and Accommodations

Guidelines. These questions and responses, as well as the information in the Guidelines document apply to

the Smarter Balanced interim and summative assessments.

Members may use these FAQs to assist districts and schools to understand the universal tools, designated

supports, and accommodations available for the Smarter Balanced assessments. Schools may use them with

decision-making teams (including parents) as decisions are made and implemented with respect to the use of

the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines.

Additional information to aid in the implementation of the Guidelines is available in the Individual Student

Assessment Accessibility Profile (ISAAP) Module, the Test Administration Manual, and the Implementation

Guide. These documents may be found on the

Smarter Balanced website.

The FAQs are organized into four sections. First are general questions. Second is a set of questions about

specific universal tools and designated supports. Questions that pertain specifically to English learners (ELs)

comprise the third set of FAQs, and questions that pertain specifically to students with disabilities comprise

the fourth set of FAQs.

OVERVIEW OF FAQS

1. What are the differences among the three categories of universal tools, designated supports, and

accommodations?

2. Which students should use each category of universal tools, designated supports, and

accommodations?

3. What is the difference between embedded and non-embedded approaches? How might educators

decide what is most appropriate?

4. Who determines how non-embedded accommodations (such as read aloud) are provided?

5. Are any students eligible to use text-to-speech or read aloud for ELA reading passages on the Smarter

Balanced assessments?

6. Why are some accommodations that were allowed on previous assessments not listed in the UAAG?

7. Under which conditions may a member elect not to make available to its students an accommodation

that is allowed by Smarter Balanced?

8. Can members allow additional universal tools, designated supports, or accommodations to individual

students on a case-by-case basis?

9. What is to be done for special cases of “sudden” physical disability?

10. Who reviewed the UAAG?

11. Where can a person go to get more information about making decisions on the use of designated

supports and accommodations?

12. What security measures need to be taken before, during, and after the assessment for students who

use universal tools, designated supports, and/or accommodations?

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13. Who is supposed to input information about designated supports and accommodations into the test

registration tool? How is the information verified?

14. Are there any supplies that schools need to provide so that universal tools, designated supports, and

accommodations can be appropriately implemented?

15. What happens when accommodations listed in the UAAG do not match any accommodations

presented in the student’s IEP or 504 plan?

16. Are there accessibility resources that members have discussed and agreed not to include in the

Smarter Balanced test?

17. What are the process and timeline for updating and making changes to the UAAG?

18. Is the digital notepad universal tool fully available for ELA and math? Will a student’s notes be saved

if the student takes a 20-minute break?

19. For the global notes universal tool, if a student takes a 20-minute break, do the notes disappear?

20. For the highlighter universal tool, if a student pauses a test for 20 minutes, do the highlighter marks

disappear?

21. How are students made aware that the spell check universal tool is available when moving from item

to item?

22. For the zoom universal tool, is the default size specific to certain devices? Will the Test

Administration Manual provide directions on how to do this adjustment?

23. For the English glossary universal tool, how are terms with grade- and context-appropriate definitions

made evident to the student?

24. For the mark for review universal tool, will selections remain visible after a 20-minute break?

25. Can universal tools be turned off if it is determined that they will interfere with the student’s

performance on the assessment?

26. How are the language access needs of ELs addressed in the UAAG?

27. Why are resources to support English language proficiency needs classified as universal tools and

designated supports?

28. Is text-to-speech available for ELs to use?

29. What languages are available to ELs in text-to-speech?

30. For which content areas will the Consortium provide translation supports for students whose primary

language is not English?

31. Does a student need to be identified as an English learner to receive translation and language

supports? What about foreign language exchange students?

32. For the translated test directions designated support, what options are available for students who

are advancing toward English language proficiency and need support with understanding test

directions? Can a human reader of directions in the native language be provided?

33. How is the translations glossary non-embedded designated support different from the bilingual

dictionary?

34. Will translations be available in language dialects/variants?

35. What accommodations are available for students with disabilities (including ELs with disabilities)?

36. Is an embedded ASL accommodation available on ELA items that are not part of the listening portion

of the test?

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37. Will sign languages other than ASL (including signing in other languages) be available?

38. Can interpreters be used for students who are deaf or hard of hearing who do not use ASL?

39. What options do districts have for administering Smarter Balanced assessments to students who are

blind?

40. Why is the non-embedded abacus an accommodation for the non-calculator items? Doesn’t an

abacus serve the same function as a calculator?

41. Can students without documented disabilities who have had a sudden injury use any of the Smarter

Balanced accommodations?

42. How will the test administrator know prior to testing that the print on demand accommodation may

be needed?

43. For the print on demand accommodation, how are student responses recorded—by a scribe or some

other method?

44. How do member officials monitor training and qualifications for the non-embedded read aloud

accommodation?

45. For students taking the paper-and-pencil test, can read aloud be provided in small groups?

46. If students are using their own devices that incorporate word prediction, will this impact their score?

47. How are assistive technology (AT) devices certified for use for the Smarter Balanced assessments?

48. What kind of medical supports may be used by students? What monitoring is needed?

49. For text-to-speech designated support and text-to-speech accommodation, can the student have

their responses read back to them?

GENERAL FAQS

1. What are the differences among the three categories of universal tools, designated supports, and

accommodations?

Universal tools are access features that are available to all students based on student preference and

selection. Designated supports for the Smarter Balanced assessments are those features that are available for

use by any student (including English learners, students with disabilities, and English learners with disabilities)

for whom the need has been indicated by an educator or team of educators (with parent/guardian and

student input as appropriate). Accommodations are changes in procedures or materials that increase

equitable access during the Smarter Balanced assessments by generating valid assessment results for

students who need them and allowing these students the opportunity to show what they know and can do.

The UAAG identifies accommodations for students for whom there is documentation of the need for the

accommodations on an Individualized Education Program (IEP) or 504 plan.

Universal tools, designated supports, and accommodations may be either embedded in the test

administration system or provided locally (non-embedded).

2. Which students should use each category of universal tools, designated supports, and

accommodations?

Universal tools are available to all students, including those receiving designated supports and those

receiving accommodations. Designated supports are available only to students for whom an adult or team

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(consistent with member-designated practices) has indicated the need for these supports (as well as those

students for whom the need is documented).

Accommodations are available only to those students with documentation of the need through either an

Individualized Education Program (IEP) or a 504 plan. Students who have IEPs or 504 accommodation plans

also may use designated supports and universal tools.

What Tools Are Available for My Student?

All Students English Learners

(ELs)

Students with

Disabilities

ELs with

Disabilities

Universal Tools

 Yes

Yes Yes Yes

Designated

Supports

Yes

Yes Yes

Accommodations

 No

No Yes Yes

3. What is the difference between embedded and non-embedded approaches? How might educators

decide what is most appropriate?

Embedded versions of the universal tools, designated supports, and accommodations are provided digitally

through the test delivery system, while non-embedded versions are provided at the local level through

means other than the test delivery system. The choice between embedded and non-embedded universal

tools and designated supports should be based on the individual student’s needs. The decision should reflect

the student’s prior use of, and experience with, both embedded and non-embedded universal tools,

designated supports, and accommodations. It is important to note that although print on demand is a non-

embedded accommodation, permission for students to request printing must first be set in the test

registration tool.

4. Who determines how non-embedded accommodations (such as read aloud) are provided?

IEP teams and educators make decisions about non-embedded accommodations. These teams (or educators

for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP

or 504 plan. Members are responsible for ensuring that districts and schools follow Smarter Balanced

guidance on the implementation of these accommodations.

5. Are any students eligible to use text-to-speech or read aloud for ELA reading passages on the

Smarter Balanced assessments?

For students in all grades, text-to-speech or read aloud is available on ELA reading passages as a non-

embedded accommodation for students whose need is documented on an IEP or 504 plan, subject to each

Only for instances that an adult (or team) has deemed the supports appropriate for a specific student’s testing needs.

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member's laws, regulations, and policies. Text-to-speech and read aloud are available on reading passages in

all grades. Text-to-speech and read aloud for ELA reading passages are not available for ELs (unless the

student has an IEP or 504 plan). Whenever text-to-speech is used, appropriate headphones must be available

to the student, unless the student is tested individually in a separate setting. Similarly, if the student receives

a read aloud accommodation, the student may need to be tested in a small group or individual setting (also

see FAQ 45).

6. Why are some accommodations that were allowed on previous assessments not listed in the

UAAG?

After examining the latest research and conducting numerous discussions with external and member experts,

Smarter Balanced members approved a list of universal tools, designated supports, and accommodations

applicable to the current design and constructs being measured by its tests and items within them. Upon

review of new research findings or other evidence applicable to accessibility and accommodations

considerations, the list of specific universal tools, designated supports, and accommodations approved by

Smarter Balanced may be subject to change. The Consortium has established a standing committee, including

members from Governing members, to review suggested adjustments to the list of universal tools,

designated supports, and accommodations to determine whether changes are warranted.

Proposed changes to the list of universal tools, designated supports, and accommodations will be brought to

Governing members for review, feedback, and approval. Furthermore, members may issue temporary

approvals (i.e., one summative assessment administration) for individual students.

Member leads will evaluate formal requests for temporary approvals and determine whether the request

poses a threat to the measurement of the construct. The formal requests will include documentation of the

student need, the specific nature of the universal tools, designated supports, or accommodations, and the

plan for follow-up monitoring of use. Upon issuing a temporary approval, the member will send

documentation of the approval to the Consortium. The Consortium will consider all member-approved

temporary accommodations as part of the Consortium accommodations review process. The Consortium will

provide to members a list of the temporary accommodations issued by members that are not Consortium-

approved accommodations. In subsequent years, members will not be able to offer as a temporary

accommodation any temporary accommodation that has been rejected by the Consortium.

7. Under which conditions may a member elect not to make available to its students an

accommodation that is allowed by Smarter Balanced?

The Consortium recognizes that there should be a careful balance between the need for uniformity among

members and the need for members to maintain their autonomy. To maintain this balance, individual

members may elect not to make available an accommodation that conflicts with the member’s laws,

regulations, or policies.

8. Can members allow additional universal tools, designated supports, or accommodations to

individual students on a case-by-case basis?

Yes, only in certain restricted and emergent circumstances. To address emergent issues that arise at the local

level, authorized staff members will have the authority to provide temporary approvals for individual

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

students. Authorized staff members include only those individuals who are familiar with the constructs the

Smarter Balanced assessments are measuring, so that students are not inadvertently provided with universal

tools, designated supports, or accommodations that violate the constructs being measured.

The temporary approvals for individual students will be submitted to Smarter Balanced for review.

Temporary approvals accepted by Smarter Balanced will be incorporated into the official guidelines released

by Smarter Balanced in the following year or continue to be investigated for acceptance. Authorized staff

members are not to add any universal tools, designated supports, or accommodations to the UAAG; only the

Smarter Balanced Consortium may do so.

9. What is to be done for special cases of “sudden” physical disability?

One exception to the IEP or 504 requirement is for students who have had a physical injury (e.g., broken hand

or arm) that impairs their ability to use a computer. For these situations, students may use the speech-to-text

or scribe accommodations (if deemed appropriate based on the student having had sufficient experience

with the use of the accommodations).

10. Who reviewed the UAAG?

In addition to individuals and officials from the Smarter Balanced Governing members, several organizations

and their individual members provided written feedback during the creation of the UAAG. Furthermore,

Smarter Balanced facilitates an annual process to solicit feedback from both members and interest holders.

11. Where can a person go to get more information about making decisions on the use of designated

supports and accommodations?

Practice and training tests provide students with experiences that are critical for success in navigating the

platform easily. The practice and training tests may be particularly important for those students who will be

using designated supports or accommodations because the practice tests can provide data that may be

useful in determining whether a student might benefit from the use of a particular designated support or

accommodation. It is important that students have ample opportunities to use selected designated supports

and accommodations in daily instruction. Practice and training tests are available at

Practice Tests and Sample

Questions.

In addition, it is recommended that decision makers refer to professional development materials provided by

Smarter Balanced or state offices on the Individual Student Assessment Accessibility Profile (ISAAP) or

member-developed process, as well as other member-developed materials consistent with the Smarter

Balanced Implementation Guide.

Additional information on the decision-making process, and ways to promote a thoughtful process rather

than an automatic reliance on a checklist or menu, is available through materials developed by groups of

members.

These materials were developed by collaboratives of members to address decision making for students with

disabilities, ELs, and ELs with disabilities:

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

12. What security measures need to be taken before, during, and after the assessment for students

who use universal tools, designated supports, and/or accommodations?

Test security involves maintaining the confidentiality of test questions and answers and is critical in ensuring

the integrity of a test and validity of test results. Ensuring that only authorized personnel have access to the

test and that test materials are kept confidential is critical in technology-based assessments. In addition, it is

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

terminals, (b) students are not able to access any unauthorized programs or the internet while they are

taking the assessment, and (c) students are not able to access any externally saved data or computer

shortcuts while taking the test. Prior to testing, the IEP team should check the compatibility of assistive

technology devices and make appropriate adjustments, if necessary. When a non-embedded designated

support or accommodation is used that involves a human having access to items (e.g., reader, scribe),

procedures must be in place to ensure that the individual understands and has agreed to security and

confidentiality requirements. Test administrators need to (a) keep testing materials in a secure place to

prevent unauthorized access, and (b) keep all test content confidential and refrain from sharing information

or revealing test content.

Printed test items/stimuli, including embossed braille printouts, must be collected and inventoried at the end

of each test session and securely shredded immediately. DO NOT keep printed test items/stimuli for future

test sessions.

The following test materials must be securely stored between each testing session and destroyed

immediately after the student’s completion of the test:

 Scratch paper and all other paper handouts written on by students during testing;

 Please note, for mathematics and ELA performance tasks, if a student needs to take the performance

task in more than one session, scratch paper may be collected at the end of each session, securely

stored, and made available to the student at the next performance task testing session. Once the

student completes the performance task, the scratch paper must be collected and securely destroyed

to maintain test security. If the student is using an assistive technology device, the test administrator

must ensure that all test materials are deleted from the device.

 Any reports or other documents that contain personally identifiable student information; and

 Printed test items or stimuli.

• Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and

Assessment of Students with Disabilities (3rd ed.). Washington, DC: Assessing Special Education Students State

Collaborative on Assessment and Student Standards, Council of Chief State School Officers.

• Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and

Assessment of English Language Learners. Washington, DC: Assessing English Language Learners State

Collaborative on Assessment and Student Standards, Council of Chief State School Officers.

• Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and

Assessment of English Language Learners with Disabilities. Washington, DC: Assessing Special Education

Students and English Language Learners State Collaboratives on Assessment and Student Standards, Council of

Chief State School Officers.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Additional information on this topic is provided in the Test Administration Manual (TAM).

13. Who is supposed to input information about designated supports and accommodations into the

test registration tool? How is the information verified?

Generally, a school or district will designate a person to enter information into the test registration tool.

Often this person is a test coordinator. For those students for whom an IEP team (or educator developing the

504 plan) is identifying designated supports as well as accommodations, that team or educator is responsible

for ensuring that information from the IEP (or 504 plan) is entered appropriately so that all embedded

accommodations can be activated prior to testing.

Entry of information for IEP and 504 students can be accomplished by identifying one person from the team

to enter information or by providing information to the person designated by the school or district to enter

data into the test registration tool. For students who are ELs, an educator who knows the student well and is

familiar with the instructional supports used in the classroom should provide information to the person

designated to enter information into the test registration tool.

14. Are there any supplies that schools need to provide so that universal tools, designated supports,

and accommodations can be appropriately implemented?

Schools should determine the number of headphones they will provide (for text-to-speech, as well as for the

listening test) and other non-embedded universal tools (e.g., thesaurus), designated supports (e.g., bilingual

dictionary), and accommodations (e.g., multiplication table) for students. An alternative is to identify these as

items that students will provide on their own.

15. What happens when accommodations listed in the UAAG do not match any accommodations

presented in the student’s IEP or 504 plan?

IEP or 504 teams should consider the accommodations a student needs bearing in mind the Smarter

Balanced Guidelines. If it is decided that a specific accommodation is needed that is not included in the

UAAG, the team should submit a request for a temporary approval to the member. The member contact will

judge whether the proposed accommodation poses a threat to the constructs measured by the Smarter

Balanced assessments; based on that judgment, the member contact will either issue a temporary approval

or will deny the request.

Temporary approvals will be forwarded to a standing committee; this committee makes a recommendation

to the Governing members about future incorporation of new accommodations into the UAAG.

16. Are there accessibility resources that members have discussed and agreed not to include in the

Smarter Balanced test?

There are several accessibility resources that members discussed with external experts, discussed with

members, and agreed not to include in the Smarter Balanced test:

 Translated “word list” for ELA tests

 Bilingual dictionary for all ELA items except for the full write portion of the ELA Performance Task;

the full write is the second part of a Performance Task.

 Calculator on mathematics items in grades 3–5

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 External protractor/ruler for online mathematics tests

 Members also agreed to keep the current scribing policy; members agreed not to restrict it.

 Members also agreed not to change the font style.

 Graphic organizers that are not created by the student (see Scratch paper policy)

UNIVERSAL TOOLS AND DESIGNATED SUPPORTS FAQS (AVAILABLE TO

ALL STUDENTS)

17. What are the process and timeline for updating and making changes to the UAAG?

Smarter Balanced asks members to request changes to the UAAG once each year. The process for making

changes to the UAAG is initiated by a survey that Smarter Balanced administers in January and February.

Member leads or designees then submit requests via the survey. Upon collecting the survey results, Smarter

Balanced engages in a process during February and March to examine research, solicit feedback from

external experts and advisory committees, and discuss the requests with the UAAG Committee. Any new

policy and/or change to an existing policy that the UAAG committee recommends is brought to member

leads for a vote. Smarter Balanced then updates the UAAG, as necessary, and posts the updated version the

last week of June.

18. Is the digital notepad universal tool fully available for ELA and math? Will a student’s notes be

saved if the student takes a 20-minute break?

The digital notepad is available on all items across both content areas. So long as a student or test

administrator activates the test within the 20-minute break window, the notes will still be there. There is no

limit on the number of pauses that a student can take in one test sitting.

19. For the global notes universal tool, if a student takes a 20-minute break, do the notes disappear?

Global notes, which are used for ELA performance tasks only, will always be available until the student

submits the test, regardless of how long a break lasts or how many breaks are taken.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

20. For the highlighter universal tool, if a student pauses a test for 20 minutes, do the highlighter

marks disappear?

If a student is working on a passage or stimulus on a screen and pauses the test for 20 minutes to take a

break, the student will still have access to the information visible on that particular screen. However,

students do lose access to any information highlighted on a previous screen.

21. How are students made aware that the spell check universal tool is available when moving from

item to item?

When appropriate, items include universal tools available for students to use. For the spell check tool, a line

will appear under misspelled words.

22. For the zoom universal tool, is the default size specific to certain devices? Will the Test

Administration Manual provide directions on how to do this adjustment?

The default size is available to all students and is not specific to certain devices. Information on how to use

the zoom universal tool is included in the directions at the beginning of each test. Please note that in addition

to zoom, students may have access to magnification and an enlarged mouse pointer, which are non-

embedded designated supports.

23. For the English glossary universal tool, how are terms with grade- and context-appropriate

definitions made evident to the student?

Selected terms have a light rectangle around them. If a student hovers over the terms, the terms with the

attached glossary are highlighted. A student can click on the terms and a pop-up window will appear. In

addition, a student can click on the audio button next to each term to hear it.

24. For the mark for review universal tool, will selections remain visible after a 20-minute break?

If a student takes a break for longer than 20 minutes, the student will not be able to access items from

previous screens.

25. Can universal tools be turned off if it is determined that they will interfere with the student’s

performance on the assessment?

Yes. If an adult (or team) determines that a universal tool might be distracting or that students do not need

to use them or are unable to use them, that universal tool can be turned off. This information must be noted

in the test registration tool prior to test administration.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

FAQS PERTAINING TO ENGLISH LEARNERS (ELS)

26. How are the language access needs of ELs addressed in the Smarter Balanced Usability,

Accessibility, and Accommodations Guidelines?

The language access needs of ELs are addressed through the provision of numerous universal tools and

designated supports. These include universal tools, such as English dictionaries and thesauri for full writes

and English glossaries, and designated supports such as translated test directions and glossaries. These are

not considered accommodations in the Smarter Balanced Assessment System.

27. Why are resources to support English language proficiency needs classified as universal tools and

designated supports?

 Resources that support students’ needs regarding English language proficiency are different from

resources that support students’ needs associated with disabilities. Historically, assessment systems

have confounded these two types of student needs.

 Students who are not formally classified as English learners may benefit from access to language

supports on Smarter Balanced assessments. Therefore, associating language supports exclusively

with formal English learner classification is unnecessarily limiting and potentially harmful.

 Smarter Balanced makes available resources to support English language proficiency needs as

embedded universal tools and designated supports to ensure that the greatest number of students

has access to these resources.

 English learners who also have disabilities can be provided access to accommodations as identified in

their IEPs/504 plans.

28. Is text-to-speech available for ELs to use?

Text-to-speech is available as a designated support to all students (including ELs) for whom an adult or team

has indicated it is needed for math items and for ELA items (but not ELA reading passages). Text-to-speech

for ELA reading passages is available for an EL in all grades only if the student has an IEP or 504 plan. For text-

to-speech to be available for an EL, it must be entered into the test registration tool prior to test

administration.

29. What languages are available to ELs in text-to-speech?

Text-to-speech is currently available in English and in Spanish. However, the translated glossaries include an

audio component automatically available to any student with the translated glossaries embedded designated

support.

30. For which content areas will the Consortium provide translation supports for students whose

primary language is not English?

For mathematics, the Consortium will provide full translations in American Sign Language, dual language

translations in Spanish (with the ability to toggle among content in Spanish, English, or both languages with

Spanish translation presented directly above the English item), and primary language pop-up glossaries in

various languages and dialects including Arabic, Burmese, Cantonese, Filipino, Hmong, Korean, Mandarin,

Punjabi, Russian, Somali, Spanish, Ukrainian, and Vietnamese. For the listening portion of the English

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Language Arts assessment, Smarter Balanced will provide full translations in American Sign Language

delivered digitally through the test delivery system.

Only translations that have gone through the translation process outlined in the Smarter Balanced

Translation Accommodations Framework for Testing English Language Learners in Mathematics would be an

accepted support.

31. Does a student need to be identified as an English learner to receive translation and language

supports? What about foreign language exchange students?

Translations and language supports are provided as universal tools and designated supports. Universal tools

are available to all students. Designated supports are available to those students for whom an adult (or team)

has determined a need for the support. Thus, these are available to all students, regardless of their status as

an EL. Foreign language exchange students would have access to all universal tools and those designated

supports that have been indicated by an adult (or team).

32. For the translated test directions designated support, what options are available for students who

are advancing toward English language proficiency and need support with understanding test directions?

Can a human reader of directions in the native language be provided?

If a student would benefit from a read aloud/text-to-speech designated support in another language, then

the test directions should be provided in that other language. Available as supplements to the Test

Administration Manual, the directions include translated test administration scripts. The reader or text-to-

speech device should be able to provide the directions in the student’s language without difficulty due to

accent or register. To ensure quality and standardized directions, the reader or text-to-speech device should

only use directions that have undergone professional translation by the Consortium prior to testing. Smarter

Balanced provides a PDF of the translated test directions in Arabic, Burmese, Cantonese, Dakota, French,

Haitian-Creole, Hmong, Ilokano, Japanese, Korean, Lakota, Mandarin, Punjabi, Russian, Somali, Spanish,

Tagalog, Ukrainian, Vietnamese, and Yup’ik.

33. How is the translations glossary non-embedded designated support different from the bilingual

dictionary?

The translations glossary non-embedded designated support includes the customized translation of pre-

determined construct-irrelevant terms that are most challenging to English learners. The translation of the

terms is context specific and grade appropriate. Bilingual dictionaries often do not provide context-specific

information nor are they customized. In addition, the translated glossary includes an audio support.

34. Will translations be available in language dialects/variants?

Translated glossaries are available in different languages and dialects including Arabic, Burmese, Cantonese,

Filipino, Hmong, Korean, Mandarin, Punjabi, Russian, Somali, Spanish, Ukrainian, and Vietnamese.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

FAQS PERTAINING TO STUDENTS WITH DISABILITIES

35. What accommodations are available for students with disabilities (including ELs with disabilities)?

Students with disabilities (including those who are ELs) can use embedded accommodations (e.g., American

Sign Language, braille) and non-embedded accommodations (e.g., abacus, alternate response options,

speech-to-text, word prediction) that have been documented on an IEP or 504 plan. These students also may

use universal tools and designated supports. A full list of accommodations can be found in the UAAG, Tables

5 and 6.

36. Is an embedded ASL accommodation available on ELA items that are not part of the listening

portion of the test?

The embedded ASL accommodation is not currently available on any ELA items that are not part of the

listening claim. For the listening portion of the test, a student who is deaf or hard of hearing who has a

documented need in an IEP or 504 plan may use the embedded ASL.

37. Will sign languages other than ASL (including signing in other languages) be available?

Currently, only ASL is available.

38. Can interpreters be used for students who are deaf or hard of hearing who do not use ASL?

Smarter Balanced has consulted with external experts who have unanimously advised against this practice.

Research indicates severe challenges with standardization and quality.

39. What options do districts have for administering Smarter Balanced assessments to students who

are blind?

Students who are blind, and who prefer to use braille, should have access to either screen reader support

with refreshable braille (only for ELA) or screen reader support with on-site embosser-created braille (for ELA

or math). Students who are blind may also take a paper-and-pencil form of the assessment in braille. Various

braille codes are offered for both online and paper-and-pencil braille.

For those students who are blind and prefer to use text-to-speech, access to text-to-speech should be

provided for the math test and for ELA items only (text-to-speech is not available on ELA reading passages

without a specific documented need in the student’s IEP or 504 plan).

Non-embedded read aloud accommodation in all grades is available for students who have an indicated need

on ELA reading passages in their IEP or 504 plan. Students should participate in the decision about the

accommodation they prefer to use and should be allowed to change during the assessment if they ask to do

so. Students can have access to both braille and text-to-speech that are embedded in the Smarter Balanced

Assessment System.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

40. Why is the non-embedded abacus an accommodation for the non-calculator items? Doesn’t an

abacus serve the same function as a calculator?

An abacus is similar to the sighted student using paper and pencil to write a problem and do calculations.

The student using the abacus must have an understanding of number sense and must know how to do

calculations with an abacus.

41. Can students without documented disabilities who have had a sudden injury use any of the

Smarter Balanced accommodations?

Students without documented disabilities who have experienced a physical injury that impairs their ability to

use a computer may use some accommodations, provided they have had sufficient experience with them.

Both speech-to-text and scribe are accommodations that are available to students who have experienced a

physical injury such as a broken hand or arm, or students who have become blind through an injury and have

not had sufficient time to learn braille. Prior to testing a student with a sudden physical injury, regardless of

whether a 504 plan is started, test administrators should contact their district test coordinator or other

authorized individuals to ensure the test registration system accurately describes the student’s status and

any accommodations that the student requires.

42. How will the test administrator know prior to testing that the print on demand accommodation

may be needed?

The test administrator will know this information prior to testing because accommodations need to be

documented beforehand and print on demand is an accommodation. Any accommodations—including both

embedded and non-embedded accommodations—need to be entered into the test registration tool.

The print on demand accommodation applies to either passages/stimuli or items, or both.

43. For the print on demand accommodation, how are student responses recorded—by a scribe or

some other method?

The method of recording student responses depends on documentation in the IEP or 504 plan (e.g., after first

recording responses on the paper version, the student could enter responses into the computer, or the scribe

could enter responses into the computer). All individuals acting as a scribe must have read, agreed to, and

signed a test security agreement.

44. How do member officials monitor training and qualifications for the non-embedded read aloud

accommodation?

Members will need to develop processes and procedures to monitor training and the qualifications of

individuals who provide the read aloud accommodation when text-to-speech is not appropriate for a student.

Member officials can use the Smarter Balanced

ELA Audio Guidelines and Mathematics Audio Guidelines

available online to obtain additional information about recommended processes to follow. Members can also

use the Smarter Balanced Read Aloud Guidelines (see Appendix D).

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

45. For students taking the paper-and-pencil test, can read aloud be provided in small groups?

For a paper-and-pencil test, read aloud can be administered to a small group of students so long as the

students are taking the same test (e.g., grade, content area) and students have experience testing under this

condition. The number of students in the small group should allow a student to ask the reader to slow down

or to repeat text without the request distracting others. For online assessments, readers should be provided

to students on an individual basis.

46. If students are using their own devices that incorporate word prediction, will this impact their

score?

Word completion is an allowable non-embedded accommodation. The students’ score will not be affected

under these circumstances. Students using these devices must still use their knowledge and skills to review

and edit their answers.

47. How are assistive technology (AT) devices certified for use for the Smarter Balanced assessments?

Assistive technology device manufacturers may use the Smarter Balanced practice test through a secure

browser as a method of determining whether a device works with the assessment. In addition, schools and

districts can use the practice test through a secure browser to evaluate devices to ensure their functions are

consistent with those allowed in the UAAG.

48. What kind of medical supports may be used by students? What monitoring is needed?

Medical supports would encompass any supports that have been prescribed or recommended by a medical

professional who supports the student’s health. The student’s health and well-being are the highest priority.

Medical supports may require the use of an app on a cell phone or tablet. These supports are not exhaustive

but may include: glucose monitors, durable medical equipment, hearing aids, FM systems, service animals,

etc. The use of medical supports may require a separate setting or additional monitoring by the test

administrator to ensure the student is not accessing the internet for any other purpose.

49. For text-to-speech designated support and text-to-speech accommodation, can the student have

their responses read back to them?

Text-to-speech is available as a designated support to all students for whom an adult or team has indicated it

is needed for math items and for ELA items (but not ELA reading passages). Text-to-speech for ELA reading

passages is available for students in all grades only if the student has an IEP or 504 plan. Both policies allow

text to be read to the student, including student responses. For text-to-speech (designated support

or accommodation) and text-to-speech student responses to be available for a student, they must be entered

into the test registration tool prior to test administration.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

APPENDIX D: READ ALOUD GUIDELINES

Available at: https://portal.smarterbalanced.org/library/en/read-aloud-guidelines.pdf

When a student cannot access text-to-speech, an embedded resource available on the Smarter Balanced

assessment, the student may be eligible to work with a test reader. A test reader is an adult who provides an

oral presentation of the assessment text to an eligible student. The student depends on the test reader to

read the test questions accurately, pronounce words correctly, and speak in a clear voice throughout the

test. The test reader must be trained and qualified and must follow the Smarter Balanced Read Aloud

Guidelines presented here. The guiding principle in reading aloud is to ensure that the student has access to

test content.

On Smarter Balanced assessments, test readers are allowable across all grades as a designated support for

mathematics stimuli and items and ELA items as appropriate (not ELA reading passages). Test readers are

allowable for ELA reading passages in addition to items as a documented accommodation in all grades. Note

that this accommodation is appropriate for a very small number of students (estimated to be approximately

one to two percent of students with disabilities participating in a general assessment). For more information

about the use of test readers, please see the sections that follow.

QUALIFICATIONS FOR TEST READERS

 The test reader should be an adult who is familiar with the student, and who is typically responsible

for providing this support during educational instruction and assessments.

 Test readers must be trained in the administration of the assessment in accordance with member

policy and familiar with the terminology and symbols specific to the test content and related

conventions for standard oral communication.

 Test readers must be trained in accordance with Smarter Balanced and member administration, as

well as security policies and procedures as articulated in Smarter Balanced and Consortium member

test administration manuals, guidelines, and related documentation.

PREPARATION

 Test readers should read and sign a test security/confidentiality agreement prior to test

administration.

 Test readers are expected to familiarize themselves with the test environment and format in advance

of the testing session. Having a working familiarity with the test environment and format will help

facilitate reading of the test.

 Test readers should have a strong working knowledge of the embedded and non-embedded universal

tools, designated supports, and accommodations available on Smarter Balanced assessments.

 Test readers should be aware of and familiar with all additional supports and/or accommodations

provided to a student in accordance with the student’s Individualized Education Program (IEP) or 504

plan. This will ensure that there are plans in place for providing all the needed designated supports

and accommodations.

 In addition to a test reader, students may make use of any other approved specialized tools or

equipment during the test as appropriate and in accordance with the UAAG.

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 Test readers should be familiar with any assistive technology or approved supports the student

requires.

 Test readers should have extensive practice in providing read aloud support and must be familiar and

comfortable with the process before working directly with a student.

 The reader should be knowledgeable of procedures for reading aloud text by content area (see Table

1 below).

 The test reader should meet with the student in advance and inform the student of the parameters

of the support. A suggested test reader script is included at the end of the Read Aloud Guidelines.

 Unless otherwise specified by a student’s IEP or 504 plan, the test reader does not have a role in

manipulating the test or assisting with any other support tools. Test readers should be ready with an

appropriate script that reinforces the parameters during the test session.

GENERAL GUIDELINES

 The test reader’s support should ideally be provided in a separate setting so as not to interfere with

the instruction or assessment of other students.

 Read each question exactly as written and as clearly as possible.

 Throughout the exam, strive to communicate in a neutral tone and maintain a neutral facial

expression and posture.

 Avoid gesturing, head movements, or any verbal or non-verbal emphasis on words not otherwise

emphasized in text.

 Avoid conversing with the student about test questions as this would be a violation of test security;

respond to the student’s questions by repeating the item, words, or instructions verbatim as needed.

 Do not paraphrase, interpret, define, or translate any items, words, or instructions as this would be a

violation of test security.

 Spell any words requested by the student.

 Adjust your reading speed and volume if requested by the student.

POST ADMINISTRATION

 The test reader must collect scratch paper, rough drafts, and login information immediately at the

end of the testing session and deliver it to the test administrator in accordance with Smarter

Balanced and Consortium member policies and procedures.

 The test reader must not discuss any portion of the test with others.

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ENGLISH USAGE/CONVENTIONS

 Punctuation: Read all text as punctuated, unless reading the text compromises the construct being

measured.

 Ellipses: When an ellipsis is used to signify missing text in a sentence, pause briefly, and read as “dot,

dot, dot.”

 Quotations: Quotation marks should be verbalized as “quote” and “end quote” at the beginning and

end of quoted material, respectively.

 Emphasis: When words are printed in boldface, italics, or capitals, tell the student that the words are

printed that way. In order not to provide an unfair advantage to students receiving this support, test

readers should be cautious not to emphasize words not already emphasized in print. Emphasis is

appropriate when italics, underlining, or bold is used in the prompt, question, or answers.

 Misspellings: In some cases, a test item may present a word or phrase that is intentionally misspelled

as part of the assessment. In these instances, the student is required to respond in a specific way.

When presented with intentionally misspelled words test readers should not attempt to read the

word(s) aloud as pronunciation is somewhat subjective.

IMAGES/GRAPHICS/DIAGRAMS

 Before describing an image or graphic, the test reader should determine whether the details of the

picture are necessary to understanding and responding to the item(s). In many cases, an image or

graphic will be used to accompany a passage or reading excerpt as a piece of visual interest that is

not essential in responding to the item. Typically, diagrams are imperative to student understanding

and should be read in a logical order.

 Describe the image/graphic/diagram as concisely as possible following a logical progression. Focus on

providing necessary information and ignoring the superfluous. Use grade-appropriate language when

describing the image/graphic/diagram.

 Read the title or caption, if available.

 Any text that appears in the body of the image/graphic/diagram may be read to a student. Read text

in images/graphics/diagrams in the order most suited for the student’s needs. Often the reader

moves top to bottom, left to right, in a clockwise direction, or general to specific in accordance with

teaching practices.

PASSAGES

 Read the passage in its entirety as punctuated (e.g., pauses at periods and commas; raised intonation

for questions). Do not verbalize punctuation marks other than ellipses and quotation marks, as noted

above.

 If the student requires or asks for a specific section of the passage to be reread with the punctuation

indicated, the test reader should reread those specific lines within the passage and indicate all

punctuation found within those lines as many times as requested by the student.

 When test questions refer to specific lines of a passage, read the lines referenced as though they are

part of the item.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

MATHEMATICAL EXPRESSIONS

 The test reader must read mathematical expressions precisely and with care to avoid

misrepresentation for a student who has no visual reference. For mathematics items involving

algebraic expressions or other mathematical notation, it may be preferable for the reader to silently

read the mathematical notations or the entire question before reading it aloud to the student.

 Test readers must read mathematical expressions with technical accuracy. Similar expressions should

be treated consistently.

 In general, numbers and symbols can be read according to their common English usage for the

student’s grade level.

 Additional examples may be found in the table below.

 Abbreviations and acronyms should be read as full words. For example, 10

needs to be read as

“ten centimeters.” Some abbreviations may be read differently by different readers. For example,

may be read as “cubic centimeters” or “centimeters cubed.”

Test Reader Guidance for Mathematics

Numbers

Description Example(s) Read as:

Large whole numbers

632,407,981

45,000,689,112

“six hundred thirty-two million, four

hundred seven thousand, nine hundred

eighty-one”

“forty-five billion, six hundred eighty-nine

thousand, one hundred twelve”

Decimal numbers

0.056

4.37

“zero point zero five six”

“four point three seven”

Fractions—common

Fractions—not common—

read as “numerator over

denominator”

487

6972

“one half, one fourth, two thirds, four

fifths”

Other common fractions include “sixths,

eighths, tenths”

“fourteen over twenty-five”

“four hundred eighty-seven over six

thousand nine hundred seventy-two”

Mixed numbers—read with

“and” between whole

number and fraction

“three and one half”

“fifty-seven and three fourths”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Description Example(s) Read as:

Percents

62%

7.5%

0.23%

“sixty-two percent”

“seven point five percent”

“zero point two three percent”

Money—if contains a decimal

point, read as “dollars AND

cents”

$4.98

$0.33

$5368.00

“four dollars and ninety-eight cents”

“thirty-three cents”

“five thousand three hundred sixty-eight

dollars”

Negative numbers—do NOT

read negative sign as “minus”

−3

−

−7.56

“negative three”

“negative five eighths”

“negative seven point five six”

Dates (years)

1987

2005

“nineteen eighty-seven”

“two thousand five”

Roman Numerals

III

“Roman Numeral one”

“Roman Numeral two”

“Roman Numeral three”

“Roman Numeral four”

Ratios

: 

“x to y”

Square roots and cube roots





“the square root of six”

“the cube root of sixteen”

Operations

Description Example(s) Read as:

Addition

+ 27

13 + 27 =

13 + 27 =?

“thirteen plus twenty-seven equals”

“thirteen plus twenty-seven equals

question mark”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Description Example(s) Read as:

Subtraction

487

- 159

487 − 159 =

487 − 159 =?

“four hundred eighty-seven minus one

hundred fifty-nine equals”

“four hundred eighty-seven minus one

hundred fifty-nine equals question

mark”

Multiplication

x 49

63 x 49 =

63 x 49 =?

“sixty-three times forty-nine equals”

“sixty-three times forty-nine equals

question mark”

Division—Vertical or

Horizontal

120

120 ÷ 15 = 8

“one hundred twenty divided by fifteen

equals eight”

Operations with boxes



“three plus box equals eight”

Expressions

Description Example(s) Read as:

Expressions containing

variables (any letter may

used as a variable)

+ 4

8x − 3

4 (y −2) + 5 =7

r



 — 2

 15

= −36



“’N’ plus four”

“eight ‘x’ minus three”

“four open parenthesis ‘y’ minus two

close parenthesis plus five equals seven”

“’V’ equals four thirds pi ‘r’ cubed”

“the absolute value of ‘t’ (pause) minus

two (pause) over six is less than or equal

to fifteen”

“’x’ squared ‘y’ cubed equals negative

thirty-six” or “’x’ to the second power

times ‘y’ to the third power equals

negative thirty-six”

“one hundred fifty-six ‘x’ is greater than

or equal to four”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Description Example(s) Read as:

Functions and inverse

functions

(Read “of” instead of

parentheses.)



(



)



(

 + 2

)

(

(



)

“F of x”

“F of x plus 2”

“F of g of x”

Coordinate pairs

Answer choices with no other

text

the point (−1, 2)

the point A is at (6, 3)

A. (−3, −4)

“the point (pause) negative one comma

two”

“the point ‘A’ is at (pause) six comma

three”

“ ‘A’ (pause) negative three comma

negative four”

Comparing Lines, Shapes, and Angles

Description Example(s) Read as:

Parallels

AB  CD

“line segment AB is parallel to line

segment CD”

Perpendiculars

AB  CD

“line segment AB is perpendicular to line

segment CD”

Similar and congruent

~

  

“triangle A B C is similar to triangle D E

F”

“angle A B C is congruent to angle D E F”

Lines, line segments, rays, arcs



















“line B C”

“line segment C D”

“ray B C”

“arc B C”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Trigonometry

Description Example(s) Read as:

Sine

sin25°

“sine twenty-five degrees”

Cosine

cos35°

“cosine thirty-five degrees”

Tangent

tan10°

“tangent ten degrees”

IMAGES/GRAPHICS/DIAGRAMS/TABLES

From Top to Bottom

“From top to bottom the figure is labeled: Hawaii thirteen degrees Fahrenheit, North Carolina negative thirty-

five degrees Fahrenheit, South Dakota negative sixty-eight degrees Fahrenheit, Montana negative seventy-

two degrees Fahrenheit”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

From Left to Right

“From left to right, the figure reads: Grass, Rabbit, Fox”

Clockwise (Start Wherever Makes Sense.)

“Clockwise from the top, the figure reads: Sandwich, Pizza, Hot lunch, Salad”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Tables

1. Read title.

2. Total up the columns and rows.

3. Read column/row headings.

4. Read cell values (only as directional language for the first one).

Results from School Walk-a-Thon

Number of Students Number of Miles Walked

30 112

46 214

37 98

41 189

“The title of the table is Results from School Walk-a-Thon. The table has 2 columns and 4 rows. From left to

right, the column headings read Number of Students, Number of Miles Walked. From left to right the first

row reads thirty, one hundred twelve. The second row reads forty-six, two hundred fourteen. The third row

reads thirty-seven, ninety-eight. The fourth row reads forty-one, one hundred eighty-nine.”

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

SUGGESTED TEST READER SCRIPT

To be used with student in advance of the day of testing.

Hi ,

I'm the person who will be reading your test to you when you take your Smarter Balanced assessment next

week in [math/ELA]. I wanted to let you know how we'll work together. When I'm reading a test to you, it's

very different from when I'm reading to you during class time. I must follow certain rules.

 I cannot help you with any answers.

 I cannot click on anything on the screen.

 I will not be using different character voices or changes in my tone when I read. I will be using a very

direct voice that does not change very much, no matter how exciting the story or test item gets.

 If there is a picture that has words in it, I will read those words. If you ask, I will reread the words as

well.

 Sometimes there may be something about a word or phrase that might give you a hint if I read it out

loud. In those cases, I will skip the word, point to it on screen [**or on your booklet if braille or print

on demand], and continue to read.

 I can still help you with your [**list any assistive technology that the student may require that would

need adult support—if that support is provided by you].

 You can ask me to reread parts of the test if you didn’t hear me or need more time to think.

 You can ask me to pause my reading if you need to take a break.

 You can ask me to slow down or speed up my reading, or read louder or softer, if you are having

trouble understanding what I read.

 I will only read certain types of punctuation, but if you need me to reread a sentence and tell you

how it was punctuated, I can do that.

 If you ask me a question about the test all I will say is: “Do your best work. I cannot help you with

that.”

 Do you have any questions for me about how we’ll work together during the test?

A reader may click on something on the screen only if this is an identified need in the student’s IEP or 504 plan and

the reader has received appropriate training on when and how to do so.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

REFERENCES

Educational Testing Service. (2002). Guidelines for a Test Reader. Retrieved from ETS Home:

https://www.ets.org/disabilities/resources/test-reader-guidelines.html

Measured Progress / ETS. (2012, April 16). Mathematics Audio Guidelines. Retrieved from Smarter Balanced

Assessment Consortium: https://portal.smarterbalanced.org/library/en/mathematics-audio-guidelines.pdf

Measured Progress/ETS. (2012, April 16). ELA Audio Guidelines. Retrieved from Smarter Balanced Assessment

Consortium: https://portal.smarterbalanced.org/library/en/ela-audio-guidelines.pdf

Oregon Department of Education Office of Student Learning and Partnerships. (2012, December). Guidelines

for the Read Aloud Accommodation. Retrieved from Oregon Department of Education.

State of Washington Office of Superintendent of Public Instruction. (2013, September). Access Supports and

Accommodations Guidelines for State Assessments. Retrieved from State of Washington Office of

Superintendent of Public Instruction.

West Virginia Department of Education. (December 2013). West Virginia Guidelines for Participation in State

Assessments, 2013–2014. Retrieved from: West Virginia Department of Education Office of Assessment and

Accountability Guidance on Accommodations for Students with Disabilities and/or Limited English Proficiency

in State and District-Wide Testing:

https://wvde.us/wp-content/uploads/2024/01/FINAL-Participation-

Guidelines-in-WV-State-Assessments-2023-2024.pdf

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

APPENDIX E: SCRIBING PROTOCOL FOR SMARTER

BALANCED ASSESSMENTS

A scribe is an adult who writes down what a student dictates in a variety of ways (e.g., speech, American Sign

Language (ASL), braille, assistive communication device). The guiding principle in scribing is to ensure that the

student has access to and is able to respond to test content.

Scribes are allowable on Smarter Balanced assessments as a documented accommodation for ELA

performance task full writes and a designated support for mathematics and ELA items (except ELA

performance task full writes). For information on documentation requirements and decision-making criteria

for use of scribes, please see the sections that follow.

QUALIFICATIONS FOR SCRIBES

 The scribe should be an adult who is familiar with the student, such as the teacher or teaching

assistant who is typically responsible for scribing during educational instruction and assessments.

 Scribes must have demonstrated knowledge and experience in the subject for which scribing will be

provided.

 Scribes should have extensive practice and training in accordance with Smarter Balanced and

member administration, as well as security policies and procedures as articulated in Smarter

Balanced and member test administration manuals, guidelines, and related documentation.

PREPARATION

 Scribes should read and sign a test security/confidentiality agreement prior to test administration.

 Scribes are expected to familiarize themselves with the test format in advance of the scribing session.

Having a working familiarity with the test environment will help facilitate the scribe’s ability to record

the student’s answers. Scribes may wish to review the practice test to become familiar with the

assessment.

 Scribes should be familiar with the Individualized Education Program (IEP) or 504 plan, if the student

for whom they are scribing has a disability, so that there are plans in place for providing all needed

designated supports and accommodations.

 Scribes should also have a strong working knowledge of the embedded and non-embedded universal

tools, designated supports, and accommodations available on Smarter Balanced assessments.

 Scribes should review the Scribing Protocol for Smarter Balanced Assessments with the student at

least one to two days prior to the test event.

 Scribes should practice the scribing process with the student at least once prior to the scribing

session.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

GENERAL GUIDELINES

 Scribing must be administered so that the interaction between a scribe and a student does not

interrupt other test takers, or inadvertently reveal the student’s answers.

 If not in a separate setting, the scribe should be situated near enough (adhering to local health and

safety protocol) to the student to prevent their conversations from reaching other students in the

room.

 For computer-based administrations, scribes must enter student responses directly into the test

interface, making use of the embedded and non-embedded tools available for a given item and

student.

 Scribes are expected to comply with student requests regarding use of all available features within

the test environment.

 Scribes may respond to procedural questions asked by the student (e.g., test directions and

navigation within the test environment).

 Scribes may not respond to student questions about test items if their responses compromise validity

of the test. The student must not be prompted, reminded, or otherwise assisted in formulating their

response during or after the dictation to the scribe.

 Scribes may ask the student to restate words or parts, as needed. Such requests must not be

communicated in a manner suggesting that the student should make a change or correction.

 Scribes may not question or correct student choices, alert students to errors or mistakes, prompt or

influence students in any way that might compromise the integrity of student responses. A scribe

may not edit or alter student work in any way and must record exactly what the student has dictated.

 Students must be allowed to review and edit what the scribe has written. If necessary, the student

can request the scribe to read aloud the completed text before final approval.

CONTENT AREA SPECIFIC GUIDELINES

Content Area Guidelines

English Language Arts Selected Response Items (Single and Multiple Answer)

 The student must point to or otherwise indicate the student’s

selection(s) from the options provided.

 Scribes are expected to comply with student directions regarding

screen and test navigation and use of test platform features available

for a given item.

 The student will confirm the selected answer and indicate to the scribe

when the student is ready to move on to the next item.

Constructed Response Items (Short Text)

 The scribe will write verbatim student responses on paper or on screen

in an area where the student’s answers will not be accessible to other

students.

 The scribe will correctly spell all words as dictated.

 The scribe will not capitalize words or punctuate text.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Content Area Guidelines



The scribe will orally confirm spelling of homonyms and commonly

confused homophones, e.g., than and then; to, two, and too; there,

their, and they're.

 The student will proofread to add punctuation, capitalization,

formatting, and make other edits.

 The scribe will make student-requested changes, even if incorrect.

 The student will confirm the fidelity of the response.

 The student will indicate to the scribe when the student is ready to

move on to the next item.

Long Essay (Full Write)

 The scribe will write verbatim student responses on paper or on screen

in an area where the student’s answers will not be accessible to other

students.

 The scribe will correctly spell all words as dictated.

 The scribe will not capitalize words or punctuate text.

 The scribe will orally confirm spelling of homonyms and commonly

confused homophones, e.g., than and then; to, two, and too; there,

their, and they're.

 The student will proofread to add punctuation, capitalization,

formatting, and other edits.

 The scribe will make student-requested changes, even if incorrect.

 The student will confirm the fidelity of the response.

 The student will indicate to the scribe when the student is ready to

move on to the next item.

 Scribes should request clarification from the student about the use of

capitalization, punctuation, and the spelling of words, and must allow

the student to review and edit what the scribe has written.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Content Area Guidelines

Mathematics Selected Response Items (Single and Multiple Answer)

 The student must point to or otherwise indicate the student’s

selection from the options provided.

 The scribe will comply with student directions, including requests

regarding screen and test navigation and use of test platform features

available for the question.

 The student will confirm the student’s selections and indicate to the

scribe when the student is ready to move on to the next item.

Constructed/Equation Response Items

 The student must point or otherwise direct the scribe in developing

the student’s response.

 The scribe will input student work directly onscreen and in view of the

student.

 For responses requiring equations, the student must specify where to

place figures and operands.

 For responses requiring text, the scribe will correctly spell all words as

dictated and conform to standard writing conventions.

 For responses requiring text, the student will proofread to add

punctuation, capitalization, formatting, and other edits.

 The scribe will make student-requested changes, even if incorrect.

 The student will confirm the fidelity of the response.

 The student will indicate to the scribe when the student is ready to

move on to the next item.

CONSIDERATIONS FOR STUDENTS ALSO USING ASL OR OTHER SIGN

SYSTEM

 The scribe should be proficient in the sign system utilized (e.g., ASL) or the scribe should be working

with an interpreter proficient in the sign system, as determined by the Consortium member.

 When a constructed response is required, the interpreter/scribe should convey the meaning behind

the student’s indicated response.

 The interpreter/scribe should show the student the written response, but NOT sign the response to

the student.

 Probing or clarifying is allowed in the case of classifiers for students using ASL or other sign systems.

 Students may review the written or typed response on paper or on the computer screen and indicate

any changes or revisions to the scribe.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

CONSIDERATIONS FOR STUDENTS USING BRAILLE

 The scribe should be proficient in reading (visually or tactually) braille in all braille codes used by the

student, as determined by the Consortium member.

 The scribe should enter the responses on paper or online exactly as the student has brailed.

In addition to following the content-specific guidelines above, errors in braille code should not be

corrected.

 The scribe may ask for the student to read back brailed responses for clarification if the brailed

response is difficult to read due to student corrections.

 Students may review the written or typed response on paper or on the computer screen by either

using the scribe to read back the entered response or using assistive technology. Students may

indicate any changes or revisions to the scribe.

POST ADMINISTRATION

 The scribe will submit online or paper-based student responses and collect scratch paper, rough

drafts, and login information immediately at the end of the testing session and deliver it to the test

administrator in accordance with Consortium and member policies and procedures.

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

REFERENCES

California Department of Education. (2010, February). California High School Exit Examination. Retrieved

from CAHSEE Accommodations and Modifications.

Delaware Department of Education. (2013, 06 14). Guidelines for Inclusion of Students with Disabilities and

English Language Learners. Retrieved from DCAS Online:

https://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/Domain/78/DCASInclusionGuidelines2012.13.pdf

New England Common Assessment Program (NECAP). (2010, August). New England Common Assessment

Program Accommodations Guide. Retrieved from:

https://education.vermont.gov/sites/aoe/files/documents/edu-necap-science-accomondations-guide.pdf

State of Washington Office of Superintendent of Public Instruction. (2013, September). Access Supports and

Accommodations Guidelines for State Assessments. Retrieved from State of Washington Office of

Superintendent of Public Instruction.

Utah State Office of Education. (2022). Scribe Accommodation Guidelines. Retrieved from:

https://www.schools.utah.gov/specialeducation/_specialeducation/_accessibilityaccommodationsassessmen

t/_accommodations/_assessmentaccommodations/AccommodationsScribeGuidelines.pdf

West Virginia Department of Education. (December 2023). West Virginia Guidelines for Participation in State

Assessments, 2013–2014: Guidance on Accommodations for Students with Disabilities and/or Limited English

Proficiency in State and District-Wide Testing. Retrieved from West Virginia Department of Education Office

of Assessment and Accountability:

https://wvde.us/wp-content/uploads/2024/01/FINAL-Participation-

Guidelines-in-WV-State-Assessments-2023-2024.pdf

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

APPENDIX F: REVISION LOG

Updates to the UAAG are captured in this Revision Log. Updates are based on requests from members that

do not impact policy. Any changes impacting policy require discussion and a vote by Governing members.

Updates captured in the Revision Log are separated into two categories:

 Clarification: Updates of this type add details to existing information included in the UAAG.

 Increased Flexibility: Updates of this type reflect explicatory information included in the UAAG that

result in augmented access to Smarter Balanced assessments.

Revisions are captured in tracking tables according to category. In cases where both Clarification and

Increased Flexibility edits are made, changes to the UAAG will be captured in the Increased Flexibility

tracking table.

Clarification

Section Page Clarification: Description of Changes Date Version

Table 3 9 Consistently used the term “ELA reading passages” instead of

“ELA passages” to clarify availability of text-to-speech as an

embedded designated support.

03/12/14 1.2

Table 4 12 Consistently used the term “ELA reading passages” instead of

“ELA passages” to clarify availability of read aloud as a non-

embedded designated support.

03/12/14 1.2

Table 5 17 Consistently used the term “ELA reading passages” instead of

“ELA passages” to clarify availability of text-to-speech as an

embedded accommodation.

03/12/14 1.2

Table 6 19 Consistently used the term “ELA reading passages” instead of

“ELA passages” to clarify availability of read aloud as a non-

embedded accommodation.

03/12/14 1.2

Table 3 10 Added verbiage clarifying the audio component of translated

glossaries.

08/01/14 2.1

Table 3 10 Added clarifying language for the translated test directions

embedded designated support, “As an embedded designated

support, translated test directions are automatically a part of the

stacked translation designated support.”

11/5/14 2.2

Appendix C 32 Added question 16 to FAQs, which reflects information about a

state vote addressing accessibility resources discussed and not

included.

11/5/14 2.2

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Clarification: Description of Changes Date Version

Global References to Consortium “states” were changed to “members.” 6/1/15 3.1

Global References to TIDE were changed to ART. 6/1/15 3.1

Figure 1 Updated graphic to reflect new resources. 6/1/15 3.1

Introduction 5 Updated to include all appendices (A–E) and descriptions. 6/1/15 3.1

Table 1

Table 6

Appendix A

Inserted grade levels for which calculators are permitted. 6/1/15 3.1

Table 4 15 Updated the description of non-embedded Translations

(Glossaries) to reflect that it is a resource available only for paper-

pencil tests.

6/1/15 3.1

Appendix C 36 Added question 43 to FAQs to clarify small-group administration

of the Read Aloud.

6/1/15 3.1

Appendix D 39 Example added to guidance regarding misspellings in the Read

Aloud Protocol.

6/1/15 3.1

Table 4 14 Updated description of Separate Setting to include, “or to use a

device requiring voicing (e.g., a Whisper Phone).”

8/15/15 3.2

Appendix C 32 Added FAQ 17 to describe the process for updating the UAAG. 8/15/15 3.2

Introduction 9 Elementary and Secondary Education Act (ESEA) (reauthorized as

the No Child Left Behind Act of 2001 – NCLB) replaced with: Every

Student Succeeds Act (ESSA) of 2016 and/or ESSA

7/1/16 4.1

Introduction

FAQ 2

To maintain consistency throughout the document, the

description of DS updated to: Designated supports are available

to students for whom the need has been indicated by an educator

(or team of educators with parent/guardian and student).

7/1/16 4.1

Section

Introductory

Text

Added verbiage to introductory text to clarify impact of using

accessibility resources: “The following [Universal

Tools/Designated Supports/Accommodations] are not

modifications. Universal tools all yield valid scores that count as

participation in assessments that meet the requirements of ESSA

when used in a manner consistent with the Guidelines.”

7/1/16 4.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Clarification: Description of Changes Date Version

Table 4

Table 6

Read Aloud policy clarified and updated for consistency through

document to indicate use of separate setting may be needed.

7/1/16 4.1

Table 5 18 Incorrect reference to “Read Aloud” corrected to Text-to-speech. 7/1/16 4.1

Table 6 21 To maintain consistency in the document, a footnote referencing

appendix A was added.

7/1/16 4.1

FAQ 1 26 Formatting updated to increase readability. 7/1/16 4.1

FAQ 10 29 Verbiage updated to reflect more clearly the current process for

soliciting feedback.

7/1/16 4.1

FAQ 11 29 Updated link to the Practice test 7/1/16 4.1

FAQ 12 30 Update verbiage to align with new policy on scratch paper, which

includes use of white boards and assistive technology devices

7/1/16 4.1

FAQ 29 35 Updated the link to the translations’ accommodation framework 7/1/16 4.1

Global English language learner updated to English learner 6/30/17 4.2

Global Formatting updates to increase readability. Editorial changes to

increase consistency within and across documentation and to

include updated information and references.

6/30/17 4.2

Table 4 14 Added verbiage to Magnification, “Magnification allows

increasing the size and changing of the color contrast, including

the size and color of the mouse pointer, to a level not provided

for by the zoom universal tool, color contrast designated support,

and/or mouse pointer designated support.”

6/30/17 4.2

Table 3,

Table 4

11, 14 To Read aloud and Text-to-speech, added clarifying verbiage, “for

math stimuli and items.”

6/30/17 4.2

Table 4 15 To Separate Setting, added verbiage, “use Amplification” and “It

may also include a calming device or support as recommended by

educators and/or specialists.”

6/30/17 4.2

Table 4 15 For Scribe, added clarifying verbiage, “(for all items except ELA

performance task full write. (See Accommodations for ELA

performance task full write)”

6/30/17 4.2

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Clarification: Description of Changes Date Version

Table 5 18 Included updated verbiage on technology, “Due to limitations

with refreshable braille technology and math” and “Alternative

text descriptions are embedded in the assessment for all

graphics.”

6/30/17 4.2

Table 6 20 Inserted grade levels to the 100s Number Table 6/30/17 4.2

Table 6 20 For Scribe, added clarifying verbiage, “(for ELA performance task

full write.) (See Designated Supports for all items except ELA

performance task full write)”

6/30/17 4.2

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

6/28/18 6.1

FAQ 27 41 Added FAQ, Why are resources to support English language

proficiency needs classified as universal tools and designated

supports?

6/28/18 6.1

Read Aloud

Protocol

49-53 Removed “numbers greater than 99, however, should be read as

individual numbers” and updated the examples that follow for

this removal

6/28/18 6.1

Read Aloud

Protocol

50-52 Added examples for square roots, functions, comparing lines,

shapes and angles, trigonometry, and images/graphics, diagrams.

Removed example for graphic organizer.

6/28/18 6.1

Read Aloud

Protocol

60 Updated reference links 6/28/18 6.1

Scribing

Protocol

61 From the section guiding scribing for selected responses,

removed “Scribes should request clarification from the student

about the use of capitalization, punctuation, and the spelling of

words, and must allow the student to review and edit what the

scribe has written.”

6/28/18 6.1

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

6/27/19 7.1

Table 4 15 Changed “Medical Device” to “Medical Supports” and updated

the verbiage to reflect the change

6/27/19 7.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Clarification: Description of Changes Date Version

Table 5 20 Updated verbiage for Braille, “Contracted and non-contacted

Braille is available; Nemeth and UEB technical code(s) are

available for math.”

6/27/19 7.1

Appendix A 28 Changed “Medical Device” to Medical Supports” 6/27/19 7.1

FAQ 11 39 Removed reference links 6/27/19 7.1

FAQ 32 44 Added Burmese, Hmong, and Somali 6/27/19 7.1

FAQ 34 46 Added Burmese, Hmong, and Somali; removed Tagalog and

Ilokano

6/27/19 7.1

Appendix C 48 Added FAQ, What kind of medical supports may be used by

students? What monitoring is needed?

6/27/19 7.1

Scribing

Protocol

Updated reference links 6/27/19 7.1

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

4/8/24 12.1

Global Changed “stakeholder” to “interest holder.” 4/8/24 12.1

Global Changed “word prediction” to “word completion” for a more

accurate description of the feature.

4/8/24 12.1

Calculator 10 Added language to clarify that the use of a calculator offered with

assistive technology devices is considered a non-embedded

accommodation.

4/8/24 12.1

Writing Tools 12 Revised the description to clarify that writing tools are not

available for ELA short-answer items.

4/8/24 12.1

Scratch/

Graph Paper

14 Added “Graph Paper” and revised the description to make it clear

that graph paper is allowed at all grade levels but required

beginning in grade 6.

4/8/24 12.1

Full

Translations/

dual

language

19 Added “Full” and “in English/Spanish” to avoid confusion with the

translated glossaries.

4/8/24 12.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Clarification: Description of Changes Date Version

Translated

Test

Directions

19 Revised descriptions to clarify that embedded translated test

directions are available in Spanish, as part of the dual language

English/Spanish resource.

4/8/24 12.1

Closed

captioning

30 Revised the incorrect reference to ELA listening items to ELA

listening passages.

4/8/24 12.1

Speech-to-

Text

31 Added “in English” and specified availability in math and ELA. 4/8/24 12.1

Increased Flexibility

Section Page Increased Flexibility: Description of Changes Date Version

Table 2 8 Scratch paper, the non-embedded universal tool, description has

additional details regarding the performance task testing

sessions:

“For mathematics and ELA performance tasks, if a student needs

to take the performance task in more than one session, scratch

paper may be collected at the end of each session, securely

stored, and made available to the student at the next

performance task testing session. Once the student completes

the performance task, the scratch paper must be collected and

securely destroyed to maintain test security.”

03/12/14 1.2

Table 4 14 Added information regarding the availability of translated test

directions in PDF format. New accessibility resource also added to

Figure 1 and Appendix A.

08/01/14 2.1

Table 4 14 To separate setting, added that, “A specific adult, trained in a

manner consistent with the TAM, can act as test proctor (test

administrator) when student requires it.”

08/01/14 2.1

Table 4 13 Added information regarding the availability of noise buffers. New

accessibility resource also added to Figure 1 and Appendix A.

08/01/14 2.1

Appendix C 26 Added the FAQs section. 08/01/14 2.1

Table 4 13 Moved noise buffers from non-embedded accommodations to

non-embedded designated support. Same change was made to

graphic and Appendix A table.

11/5/14 2.2

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

Table 5 18 Added descriptive information on the Streamline

accommodation. Streamline was also added to graphic and

Appendix A table.

11/5/14 2.2

Table 6 20 Throughout document, updated the policy on Read Aloud non-

embedded Accommodation, per member vote on 3/6/15

3/9/15 2.3

Appendix D 38 Added Read Aloud protocol reflecting change in policy as per

member vote on 3/6/15

3/9/15 2.3

Intro,

Appendix C

Added descriptive information regarding temporary approvals for

individual unique student accommodations or designated

supports. Language to address this language included in FAQ 6.

6/1/15 3.1

Table 4 13 Added information regarding the availability of Read Aloud in

Spanish. New accessibility resource also added to Figure 1 and

Appendix A.

6/1/15 3.1

Table 4 14 Updated the information on Translated Test Directions to include

ELA

6/1/15 3.1

Table 6,

Appendix C

Removed the conditional school year 2014-2015 for the Read

Aloud non-embedded accommodation on ELA passages. Language

consistent with this change included in FAQ 37.

6/1/15 3.1

Appendix C 34 Added languages to reflect all languages offered for Translated

Test Directions to FAQ 30.

6/1/15 3.1

Table 2 9 To Scratch Paper, added verbiage, “A whiteboard with marker

may be used as scratch paper. As long as the construct being

measured is not impacted, assistive technology devices, including

low-tech assistive technology (Math Window) are permitted to

make notes.” … “Access to internet must be disabled on assistive

technology devices.” … “All notes on whiteboards or assistive

technology devices must be erased at the end of each CAT

session.” … “whiteboards should be erased, and notes on assistive

technology devices erased to maintain test security.”

7/1/16 4.1

Table 4 14 Added information regarding the availability of Designated

Support, Simplified Test Directions. New accessibility resource

also added to Figure 1 and Appendix A.

7/1/16 4.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

Table 6 19 Added information regarding the availability of Accommodation,

100s Number Table. New accessibility resource also added to

Figure 1 and Appendix A.

7/1/16 4.1

Table 1 7 Added information regarding the availability of the embedded

Universal Tool, Line reader. New accessibility resource also added

to Figure 1 and Appendix A.

6/30/17 5.1

Table 1 7 Updated information to acknowledge the availability of the

embedded Universal Tool, Thesaurus. Resource also added to

Figure 1 and Appendix A.

6/30/17 5.1

Table 3 11 Added information regarding the availability of the embedded

Designated Support, Mouse pointer. New accessibility resource

also added to Figure 1 and Appendix A.

6/30/17 5.1

Table 4 13 Added information regarding the availability of the non-

embedded Designated Support, Amplification. New accessibility

resource also added to Figure 1 and Appendix A.

6/30/17 5.1

Table 5 19 Added information regarding the availability of the embedded

Accommodation, Braille Transcript. New accessibility resource

also added to Figure 1 and Appendix A.

6/30/17 5.1

Table 6 20 Added information to acknowledge the availability of the non-

embedded (paper-pencil) Accommodation, Braille. Resource also

added to Figure 1 and Appendix A.

6/30/17 5.1

Table 6 23 Added information regarding the availability of the non-

embedded Accommodation, Word Prediction. New accessibility

resource also added to Figure 1 and Appendix A.

6/30/17 5.1

Table 2 8 Added to the description for the non-embedded universal tool,

scratch paper, “including the use of digital graph paper” and

“familiar to the student and/or” and removed “and acceptable to

the member.”

6/28/18 6.1

Table 3 11 Streamline added as an embedded designated support. 6/28/18 6.1

Table 4 14 Added policy for non-embedded designated support, medical

device. New accessibility resource also added to Figure 1 and

Appendix A.

6/28/18 6.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

Table 5 20 Added the UEB codes that will be available for embedded braille

in the 18-19 school year.

6/28/18 6.1

Table 5 20 Removed the embedded accommodation, streamline. As

described above, streamline was added as an embedded

designated support.

6/28/18 6.1

Table 6 21 Added “including students with visual impairments or with

documented processing impairments” to the recommendations

for use for the abacus policy.

6/28/18 6.1

Table 3 11 Added information regarding the availability of embedded

Designated Support, Illustration Glossaries. New accessibility

resource also added to Figure 1 and Appendix A.

6/27/19 7.1

Table 4 15 Added information regarding the availability of non-embedded

Designated Support, Illustration Glossaries. New accessibility

resource also added to Figure 1 and Appendix A.

6/27/19 7.1

Global References to “ART” were changed to “test registration tool.” 6/30/20 8.1

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

6/30/20 8.1

Table 1 9 For Calculator, changed grade levels from “6-8 and 11” to “6-8

and HS.” Change also applied in Table 6 and Appendix A.

6/30/20 8.1

Table 1 10 Added “and/or items” to Expandable passages resource name. 6/30/20 8.1

Table 1 10 Added to the description for the non-embedded universal tool,

Expandable passages and/or items, “passage/stimulus and/or

associated item”

6/30/20 8.1

Table 2 11 For Scratch paper, updated verbiage “Scratch paper to make

notes, write computations, or record responses may be available”

to “Students may use blank scratch paper to make notes, write

computations, record responses, or create graphic organizers.”

6/30/20 8.1

Table 3 15 For Text-to-speech, updated verbiage “This support will likely be

confusing and may impede the performance of students who do

not regularly have the support during instruction” to “Students

6/30/20 8.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

would need to use this support regularly during instruction to

meaningfully benefit from it on assessments.”

Table 6 25 Removed grade levels from 100s number table. 6/30/20 8.1

Table 6 26 For Calculator, updated verbiage “A non-embedded, stand-alone

calculator for students needing a specialized calculator…” to the

resource description.

6/30/20 8.1

Table 6 26 For Calculator, removed “with visual impairments” from the

recommendations for use and updated verbiage “Test

administrators should ensure that the calculator is available only

for designated calculator items and that calculator functions are

consistent with those of the embedded calculator for each grade

level. The non-embedded calculator should have no internet or

wireless connectivity, and all security procedures need to be

followed.”

6/30/20 8.1

Table 6 26 Removed grade levels from Multiplication table. Updated

resource description verbiage from “A paper-based multiplication

table will be available from Smarter Balanced for reference” to “A

paper-based multiplication table containing numbers 1 – 12 will

be available from Smarter Balanced for reference.”

6/30/20 8.1

FAQ 16 43 Removed “Multiplication table for mathematics items in grade 3”

and added “Graphic organizers that are not created by the

student (see Scratch paper policy).

6/30/20 8.1

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

4/15/21 9.1

Table 1 10 For English glossary, removed “accommodation” and updated

description verbiage “The use of this universal tool may result in

the student needing additional overall time to complete the

assessment.”

4/15/21 9.1

Table 3 16 For Translated test directions (for math items), removed

“stacked” and updated description verbiage “As an embedded

designated support, translated test directions are automatically a

part of the dual language translations designated support.”

4/15/21 9.1

Table 3 16 For Translated test directions (for math items), removed “have

limited English language skills” and updated recommendations for

4/15/21 9.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

use verbiage “Students who are advancing toward English

language proficiency (including non-ELs, ELs, and ELs with

disabilities) can use the translated directions support.”

Table 3 16 For Translations (glossaries) (for math items), removed “have

limited English language skills (whether or not designated as ELs

or ELs with disabilities)” and updated recommendations for use

verbiage “Students who are advancing toward English language

proficiency (including non-ELs, ELs, and ELs with disabilities) can

use the translation glossary for specific items.”

4/15/21 9.1

Table 3 17 Changed “Translations (stacked)” to “Translations (dual

language). Change also applied to Figure 1.

4/15/21 9.1

Table 3 17 For Translations (dual language), updated description verbiage

“Dual language translations are a linguistic support that is

available for some students; dual language translations provide

the full translation of each English test item and stimulus.”

4/15/21 9.1

Table 3 17 For Translations (dual language), removed “stacked” from the

recommendations for use and updated verbiage “For students

whose primary language is not English and who use dual language

supports in the classroom, use of the dual language translation

may be appropriate.”

4/15/21 9.1

Table 4 21 For Read aloud in Spanish (for mathematics, all grades), removed

“stacked” and updated recommendations for use verbiage

“Students receiving the translations (dual language) designated

support and who are struggling readers…”

4/15/21 9.1

Table 5 27 For Braille transcript (ELA listening passages), removed EBAE

uncontracted and EBAE contracted.

4/15/21 9.1

Table 6 30 For Braille transcript (paper-and-pencil assessment), removed

EBAE uncontracted, EBAE contracted, EBAE uncontracted with

Nemeth, and EBAE contracted with Nemeth.

4/15/21 9.1

Appendix C 51 For FAQ 30, updated verbiage for answer. 4/15/21 9.1

Appendix C 55 Added FAQ #49: For text-to-speech designated support and text-

to-speech accommodation, can the student have their responses

read back to them?

4/15/21 9.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

Global Carried out minor editorial changes to the text of the document

to remove spelling or grammatical errors and to increase

consistency in terminology and capitalization.

4/14/22 10.1

Figure 1 7 Updated graphic to add new embedded designated support: Text-

to-speech in Spanish.

4/14/22 10.1

Figure 1 7 Updated graphic to add new embedded accommodation: Speech-

to-text.

4/14/22 10.1

Table 1 11 For Spell check, updated description verbiage “Spell check is

bundled with other embedded writing tools for math and ELA

items with open-ended student responses.”

4/14/22 10.1

Table 3 17 For Text-to-speech, updated recommendations for use verbiage

“This support also may be needed by students with reading-

related disabilities, or by students who are blind and are

advancing toward English braille proficiency.”

4/14/22 10.1

Table 3 17 Added new resource: embedded Text-to-speech in Spanish. 4/14/22 10.1

Table 4 22 For Read aloud, updated recommendations for use verbiage “This

support also may be needed by students with reading-related

disabilities, or by students who are blind and are advancing

toward English braille proficiency.”

4/14/22 10.1

Table 4 25 For Translated test directions, updated recommendations for use

verbiage “Students who are advancing toward English language

proficiency (including non-ELs, ELs, and ELs with disabilities) can

use the translated test directions.”

4/14/22 10.1

Table 4 25 For Translations (glossaries), updated recommendations for use

for verbiage “Students who are advancing toward English

language proficiency (including non-ELs, ELs, and ELs with

disabilities).”

4/14/22 10.1

Table 5 28 For Braille, changed UEB Technical to UEB math per Braille

Authority of North America changed standard.

4/14/22 10.1

Table 5 30 Added new resource: embedded Speech-to-text. 4/14/22 10.1

Table 6 32 For Braille, changed UEB Technical to UEB math per Braille

Authority of North America changed standard.

4/14/22 10.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024

Section Page Increased Flexibility: Description of Changes Date Version

Appendix A 38 Added embedded resources Text-to-speech in Spanish as a

designated support and Speech-to-text as an accommodation.

4/14/22 10.1

Appendix C 44, 54 For FAQ #32, updated verbiage for FAQ and answer. 4/14/22 10.1

Appendix C 51 For FAQ #17, updated verbiage for answer. 6/30/22 10.2

Appendix C 53 For FAQ #29, updated verbiage for answer. 6/30/22 10.2

Global Carried out minor editorial changes to the text of the document

to remove punctuation or grammatical errors and to increase

consistency in terminology and clarity of table headers.

4/12/23 11.1

Table 4 20 For Amplification, removed “noise buffers, white noise machines”

from the recommendations for use.

4/12/23 11.1

Table 4 22 For Medical supports, added “, Bluetooth hearing aids” to the

description.

4/12/23 11.1

Table 4 23 Added new resource: non-embedded printed test directions in

English.

4/12/23 11.1

Table 4 26 Added new resource: non-embedded translated test directions in

American Sign Language.

4/12/23 11.1

Table 5 32 Added new resource: embedded word prediction. 4/12/23 11.1

Table 6 38 Updated the description for non-embedded word prediction to

align it with the embedded word prediction description.

4/12/23 11.1

Table 3 19 Added new resource: embedded text-to-speech for responses to

short-answer items.

4/8/24 12.1

Table 5 32 Added new resource: embedded speech-to-text in Spanish for

math short-answer items.

4/8/24 12.1

Table 6 35 Added new resource: non-embedded raised-line drawings/tactile

graphics for braille supplements.

4/8/24 12.1

Table 6 37 Realigned print on demand with color contrast as a non-

embedded accommodation.

4/8/24 12.1

Table 6 40 Added new resource: non-embedded speech-to-text in Spanish

for math short-answer items.

4/8/24 12.1

USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES | June 27, 2024