Accessibility and Accommodations Manual for the 2025–26 MCAS Test Administrations - Including Participation Requirements for Students with Disabilities and English Learners - December 2025

Sep 29, 2026

Accessibility and Accommodations Manual for the 2025–26 MCAS test administrations establishes statewide policies for student participation in MCAS assessments for students with disabilities and English learners (ELs). It outlines universal and designated accessibility features, then explains eligibility and definitions for students with disabilities, including those with most significant cognitive disabilities. The manual provides procedures for selecting and using MCAS accommodations, participation requirements for ELs, and guidance on key practices such as scribing, transcribing, human read-aloud, assistive technology, and administrator login procedures.

LanguageEnglish

CategoryExam

FormatPDF

Pages59

Reading Time2 h 29 min

AccessFree to download

Contents

I. Purpose of this Manual

II. Overview of MCAS Accessibility and Accommodations

III. Accessibility Features for All Students

IV. MCAS Participation Requirements for Students with Disabilities

V. MCAS Accommodations for Students with Disabilities

VI. MCAS Participation Requirements for English Learners (ELs)

VII. MCAS Accessibility and Accommodations for English Learners

Accessibility and Accommodations Manual for the 2025–26 MCAS Test Administrations Including Participation Requirements for Students with Disabilities and English Learners December 2025 This document was prepared by the Massachusetts Department of Elementary and Secondary Education Pedro Martinez, Commissioner The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 135 Santilli Highway, Everett, MA 02149. Phone: 781-338-6105. © 2025 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.” Massachusetts Department of Elementary and Secondary Education 135 Santilli Highway, Everett, MA 02149 Phone 781-338-3000 TTY: N. E.T. Relay 800-439-2370 [www.doe.mass.edu](www.doe.mass.edu) Contents I. Purpose of this Manual 1 Intended Audience and Recommended Use 1 II. Overview of MCAS Accessibility and Accommodations 2 A. Introduction 2 B. Important Updates and Reminders 2 C. Accessibility Features and Accommodations 3 III. Accessibility Features for All Students 3 A. Universal Accessibility Features (UFs) 3 B. Designated Accessibility Features (DFs) 8 III. MCAS Participation Requirements for Students with Disabilities 9 A. Background 9 B. Definition of a Student with a Disability 10 C. Definition of Students with the Most Significant Cognitive Disabilities 10 IV. MCAS Accommodations for Students with Disabilities 12 A. Background 12 B. Understanding Accommodations for Students with Disabilities 12 C. Selecting Accommodations for Students with Disabilities 14 D. Descriptions of MCAS Accommodations 16 V. MCAS Participation Requirements for English Learners (ELs) 32 A. General Participation Requirements for ELs 32 B. Foreign Exchange Students 32 VI. MCAS Accessibility and Accommodations for English Learners 32 A. Selecting Accessibility Features and Accommodations for EL Students 33 B. Accommodations for Students Who Are English Learners (ELs) 34 Appendix A: MCAS Accessibility Features and Accommodations at a Glance 39 Appendix B: Decision-Making Tool for MCAS Participation by Students with Disabilities 43 Appendix C: Procedures for Scribing and Transcribing Student Responses 45 Appendix D: Providing the Human Read-Aloud Accommodation 47 Appendix E: Using Assistive Technology as an MCAS Test Accommodation 49 Appendix F: Creating Test Administrator Logins for Human Read-Aloud and Human Signer 54 I. Purpose of this Manual The purpose of this manual is to provide the accessibility and accommodations policies that apply to the Massachusetts Comprehensive Assessment System (MCAS) test administrations in the 2025–26 school year. Intended Audience and Recommended Use This Accessibility and Accommodations Manual provides essential planning information for educators working with students with disabilities and with English learners (ELs) . Classroom teachers, special educators, 504 plan coordinators, Individualized Education Program (IEP) team chairs, and school administrators should familiarize themselves with the MCAS accessibility and accommodations policies in this manual in order to understand the use of supports for student participation in MCAS. Instructions in Appendix E may be shared with the school technology coordinator for support; principals may want to review other areas with their technology coordinator as well. This manu

FAQs

What is the purpose of this manual for the 2025–26 MCAS test administrations?

It provides accessibility and accommodations policies that apply to MCAS administrations in the 2025–26 school year, helping educators plan for student access and participation.

Who is the intended audience for the MCAS accessibility and accommodations policies?

Classroom teachers, special educators, 504 coordinators, IEP team chairs, and school administrators should review the policies to support student participation in MCAS.

What major support types does the manual cover?

It covers universal accessibility features for all students, designated accessibility features, and test accommodations for students with disabilities and ELs, including guidance on selection and use.

Sep 29, 2026

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