"Universal Accessibility Features are tools and supports that are available to all students on the MCAS tests that are either built into the MCAS computer-based test platform or provided by a test administrator on the computer- or paper-based test. Although most universal accessibility features will be available on the day of the test to any student who wishes to use them, some must be requested in advance in the Student Registration/Personal Needs Profile (SR/PNP), the student registration system located in PearsonAccessnext (PAN)." (from the Massachusetts DESE "Accessibility and Accommodations Manual for the 2021-2022 MCAS Tests and Retests")
Review the available Universal Accessibility Features below.
Although most students will be tested in their regular classrooms according to the guidelines and schedule intended for all students, principals have the flexibility to test any student, including non-disabled and non-EL students, using the designated accessibility features ... as long as all requirements for testing conditions, test security, and staffing are met.
It is advisable, although not required, to include designated accessibility features in the Individualized Education Plan (IEP) or 504 plan of a student with a disability who requires them. (from the Massachusetts DESE "Accessibility and Accommodations Manual for the 2021-2022 MCAS Tests and Retests")
Review the available Designated Accessibility Features below.
Important!
Please consult with your team chair, special education liaison, or guidance counselor for specific questions regarding accommodations for individual students. Refer to Appendix C of the Principal's Administration Manual for all available Accessibility Features and Accommodations. For additional training regarding Accessibility and Accommodations, please view this recorded webinar.
From the Massachusetts DESE Principal's Administration Manual (p. 99)
"A test accommodation is a change in the way a test is administered or the way in which a student responds to test questions. Test accommodations are intended to accomplish the following:
offset the effects of the student’s disability and remove barriers to participation in the assessment;
provide the necessary conditions for a student to demonstrate knowledge and skills effectively on statewide assessments;
provide the opportunity to report the test results of students who require accommodations;
provide comparable test results to those of students who did not receive accommodations; and
yield results that do not affect the validity or reliability of the interpretation of scores for their intended purposes.
Based on the information and guidance found within the manual, the IEP or 504 plan for each student with a disability must be revised as needed, either during routinely scheduled meetings prior to testing or through the amendment process. The principal is responsible for ensuring that all students are provided with the test accommodations listed in their IEPs or 504 plans during testing.It is also advisable (though not required) to list the designated accessibility features in the plans of students to ensure these will be provided.
Use of test accommodations should never replace appropriate and rigorous instruction based on grade-level standards in the subject being tested."