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Contents Page  \nIntroduction 1  \nPurpose 2  \nEligibility for the Use of Accessibility Supports and Accommodations on State Assessments 3  \nUnderstanding Accessibility Supports 4  \nUnderstanding Accommodations 4  \nVariations in Accessibility Supports and Accommodations Presentations on State Assessments 4  \nPolicies on the Use of Accessibility Supports and/or Accommodations on State Assessments 5  \nAlabama Comprehensive Assessment Program Participation Chart and Decision Chart for 6-8  \nEnglish Learner Students in Their First Twelve Months of Enrollment in a U.S. School  \nGuidance for English Learner Committees Regarding Participation of English Learners on State 9  \nAssessments in Spanish  \nAccessibility Supports and Accommodations Tables 10-16  \nNational Assessment of Educational Progress (NAEP) 17  \nDescriptions of Supports 18-22  \nEnglish Learner Assessments Checklists 23-44  \nForms 45-51  \nACAP Summative Accessibility Supports and Accommodations Supplement 52  \nIntroduction 53  \nPlanning for Test Day 53  \nAssigning Accessibility Supports and Accommodations in DRC INSIGHT Portal 53  \nTest Tickets 54  \nPractice with Online Tools Training 55  \nAdministering the ACAP Summative with Accessibility Supports and/or Accommodations 56  \nAccessibility Supports 57  \nBreaks 57  \nFM System 57  \nIndividual Administration 57  \nOral Reader 58  \nSmall Group 58  \nAccommodations 59  \nAbacus 59  \nAssistive Technology 59  \nBraille (Paper) 60  \nExtended Time 61  \nLarge Print 62  \nMultiple Days 63  \nOral Presentation: Text-to-Speech/Human Reader 64  \nPaper Test 65  \nRefreshable Braille 66  \nScreen Reader 67  \nScribe 68  \nSign Language (Directions Only) 69 Sign Language (Test Items) 70  \nEnglish Learner (EL)Accommodations 71  \nEnglish Native Language Word-to-Word Glossary 71  \nExtended Time for EL Students 71  \nOral Presentation: English Text-to-Speech/Human Reader 72  \nOral Presentation: Spanish Text-to-Speech/Human Reader 72  \nStacked Spanish Translation of the Test 73  \nTranslated Directions 74  \nAppendix A: Timing Assignments for ACAP Summative Accessibility Supports and 75-76  \nAccommodations  \nAppendix B: ACAP Summative Paper Request Form 77  \nCHANGE HISTORY  \n\n| All applicable pages | Changed ML to EL |\n| --- | --- |\n| Page 2 | Inserted two links to the ASAP Manual Recorded Webinars |\n\nINTRODUCTION  \nThe Alabama Comprehensive Assessment Program (ACAP) Accessibility Supports and Accommodations Policy (ASAP) for State Assessments , further referred to as the ASAP Manual, establishes guidance for the selection and use of accessibility supports and/or accommodationson state assessments for all students, including students with disabilities and English learner (EL) students. The guidance in this manual applies to students who use accessibility supports and/or accommodations for state assessments and emphasizes an individualized approach to the implementation of accommodation practices for those students who have diverse needs in the classroom.  \nIn addition, the ASAP Manual provides all of the supports that are available for each state assessment and detailed information regarding the use of these supports. Many of the supports identified within the manual are unique to each state assessment. This places a greater emphasis on educators to ensure that students are provided supports consistent with each assessment. Therefore, educators should be trained on this manual and be familiar with the supports available to students before the development of an Individualized Education Program (IEP)/Section 504 Plan/Individual English Language Plan (I-ELP) .  \nParticipation of All Students on the ACAP  \nFederal legislation and Alabama law require the inclusion of every student in Alabama on the ACAP. The Administrative Code of Alabama, Chapter 290-4-2, states the following:  \nAll students ","cbCaiewm06jS6AEB","https://ap.wps.com/l/cbCaiewm06jS6AEB","pdf",975901,83,"English","# Introduction\n## Purpose\n## Eligibility for the Use of Accessibility Supports and Accommodations on State Assessments\n## Understanding Accessibility Supports\n## Understanding Accommodations\n## Policies on the Use of Accessibility Supports and/or Accommodations on State Assessments\n## Alabama Comprehensive Assessment Program Participation Chart and Decision Chart\n## Accessibility Supports and Accommodations Tables\n## National Assessment of Educational Progress (NAEP)\n# Forms\n## ACAP Summative Accessibility Supports and Accommodations Supplement\n## Appendix A: Timing Assignments\n## Appendix B: ACAP Summative Paper Request Form","[{\"question\":\"What is the purpose of the ASAP Manual for state assessments?\",\"answer\":\"The manual serves as a resource for school-level personnel and decision-making teams to plan implementation of ACAP and to support annual training for using accessibility supports and accommodations.\"},{\"question\":\"Who is the intended audience for this manual?\",\"answer\":\"It is intended for IEP Teams, Section 504 Committees, I-ELP Committees, special education and ESL teachers, general education teachers, administrators, and various coordination roles involved in state testing decisions.\"},{\"question\":\"Why must all students participate in the ACAP state testing program?\",\"answer\":\"Federal legislation and Alabama law require that every student be provided the opportunity to participate, including students with disabilities and English learners, referencing laws such as ESSA, IDEA, Section 504, and Title III of the ESEA.\"}]","ASAP Manual 2021-2022 - Accessibility Supports and Accommodations Policy for State Assessments | PDF",1790672081,209]