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The document explains intended use for Smarter Balanced members, links accessibility planning to the constructs measured, and clarifies decision-making and approval processes for secure summative administrations. It describes universal tools, designated supports, accommodations, and includes guidance and appendices covering accessibility research, read-aloud, and scribing protocols.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/usability-accessibility-and-accommodations-guidelines-june-29-2023/586907/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/usability-accessibility-and-accommodations-guidelines-june-29-2023/586907.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Smarter Balanced usability, accessibility, and accommodations guidelines?","Question",{"text":112,"@type":113},"They guide members in selecting and administering universal tools, designated supports, and accommodations to ensure fair and accurate assessment results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do universal tools, designated supports, and accommodations relate to validity?",{"text":117,"@type":113},"Validity depends on each student receiving appropriate supports based on the constructs being measured, so accessibility planning aligns with the assessment design.",{"name":119,"@type":110,"acceptedAnswer":120},"Who approves changes or temporary accommodations for secure summative assessments?",{"text":121,"@type":113},"Proposed changes are reviewed, voted on by Governing members, and members may request temporary approvals for unique student needs; the consortium later reviews these through its annual UAAG process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586907,1792192045,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES  \nPrepared with the assistance of the National Center on Educational Outcomes  \nJune 29, 2023  \n\n| TABLE OF CONTENTS |  |\n| --- | --- |\n| TABLE OF CONTENTS\u003Cbr>INTRODUCTION | 2\u003Cbr>5 |\n| Intended Audience and Recommended Use | 6 |\n| Smarter Balanced Assessment Design | 6 |\n| Recognizing Access Needs in All Students | 7 |\n| Structure of This Document | 9 |\n| SECTION I: SMARTER BALANCED UNIVERSAL TOOLS | 10 |\n| What Are Universal Tools? | 10 |\n| Embedded Universal Tools | 10 |\n| Non-embedded Universal Tools | 13 |\n| SECTION II. SMARTER BALANCED DESIGNATED SUPPORTS | 15 |\n| What Are Designated Supports? | 15 |\n| Who Makes Decisions About Designated Supports? | 15 |\n| Embedded Designated Supports | 15 |\n| Non-embedded Designated Supports | 20 |\n| SECTION III. SMARTER BALANCED ACCOMMODATIONS | 27 |\n| What Are Accommodations? | 27 |\n| Who Makes Decisions About Accommodations? | 27 |\n| Embedded Accommodations | 28 |\n| Non-embedded Accommodations | 33 |\n| References | 39 |\n\nAPPENDIX A: SUMMARY OF SMARTER BALANCED UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND  \nACCOMMODATIONS 40  \nAPPENDIX B: RESEARCH-BASED LESSONS LEARNED ABOUT UNIVERSAL DESIGN, ACCESSIBILITY TOOLS,  \nAND ACCOMMODATIONS 42  \n\n| Who Might Benefit from Accessibility Features Identified by AA-MAS Research? 42\u003Cbr>What Changes Can Be Made to Test Items and Tests That Do Not Change the Construct Being Assessed?43\u003Cbr>What Can Test Developers Do to Build on the Lessons Learned from AA-MAS Research and Implementation?\u003Cbr>43 |  |\n| --- | --- |\n| APPENDIX C: FREQUENTLY ASKED QUESTIONS | 45 |\n| Overview of FAQs | 45 |\n| APPENDIX D: READ ALOUD GUIDELINES | 60 |\n| Qualifications for Test Readers | 60 |\n| Preparation | 60 |\n| General Guidelines | 61 |\n| Post-Administration | 61 |\n| English Usage/Conventions | 62 |\n| Images/Graphics/Diagrams | 62 |\n| Passages | 62 |\n| Mathematical Expressions | 63 |\n| Test Reader Guidance for Mathematics | 63 |\n| Images/Graphics/Diagrams/Tables | 67 |\n| From Top to Bottom | 67 |\n| From Left to Right | 68 |\n| Clockwise (Start Wherever Makes Sense.) | 68 |\n| Tables | 69 |\n| Suggested Test Reader Script | 70 |\n| References | 71 |\n\nAPPENDIX E: SCRIBING PROTOCOL FOR SMARTER BALANCED ASSESSMENTS 72  \n\n| Qualifications for Scribes | 72 |\n| --- | --- |\n| Preparation | 72 |\n| General Guidelines | 73 |\n| Content Area Specific Guidelines | 73 |\n| Considerations for Students Also Using ASL or Other Sign System | 75 |\n| Considerations for Students Using Braille | 76 |\n| Post-Administration | 76 |\n| References | 77 |\n| APPENDIX F: REVISION LOG | 78 |\n\nINTRODUCTION  \nSmarter 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 each and 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.  \nThe 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 t","cbCaiowdliVKvjOx","https://ap.wps.com/l/cbCaiowdliVKvjOx","pdf",1216919,89,"English","# Introduction\n## Intended Audience and Recommended Use\n## Smarter Balanced Assessment Design\n## Recognizing Access Needs in All Students\n## Structure of This Document\n# Section I: Smarter Balanced Universal Tools\n## What Are Universal Tools?\n## Embedded Universal Tools\n## Non-embedded Universal Tools\n# Section II: Smarter Balanced Designated Supports\n## What Are Designated Supports?\n## Who Makes Decisions About Designated Supports?\n## Embedded Designated Supports\n## Non-embedded Designated Supports\n# Section III: Smarter Balanced Accommodations\n## What Are Accommodations?\n## Who Makes Decisions About Accommodations?\n## Embedded Accommodations\n## Non-embedded Accommodations\n# Appendix A: Summary\n# Appendix B: Research-based Lessons Learned\n# Appendix C: Frequently Asked Questions\n# Appendix D: Read Aloud Guidelines\n## Qualifications for Test Readers\n## Preparation\n## General Guidelines\n## Post-Administration\n# Appendix E: Scribing Protocol for Smarter Balanced Assessments\n## Qualifications for Scribes\n## Preparation\n## General Guidelines\n## Content Area Specific Guidelines\n## Considerations for Students Using Braille\n# Appendix F: Revision Log","[{\"question\":\"What is the purpose of the Smarter Balanced usability, accessibility, and accommodations guidelines?\",\"answer\":\"They guide members in selecting and administering universal tools, designated supports, and accommodations to ensure fair and accurate assessment results.\"},{\"question\":\"How do universal tools, designated supports, and accommodations relate to validity?\",\"answer\":\"Validity depends on each student receiving appropriate supports based on the constructs being measured, so accessibility planning aligns with the assessment design.\"},{\"question\":\"Who approves changes or temporary accommodations for secure summative assessments?\",\"answer\":\"Proposed changes are reviewed, voted on by Governing members, and members may request temporary approvals for unique student needs; the consortium later reviews these through its annual UAAG process.\"}]","USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES - June 29, 2023 | PDF",1792059927,224]