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They explain how accessibility needs are identified across student groups, including English Learners and students with disabilities, and clarify that the validity of results depends on selecting supports based on the constructs being measured. The document describes which options are available for Smarter Balanced assessments and how approval processes, including temporary accommodations, are reviewed over time.",{"@graph":69,"@context":123},[70,84,106],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/usability-accessibility-and-accommodations-guidelines-smarter-balanced-for-selecting-universal-tools-designated-supports-and-accommodations/586718/",{"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-smarter-balanced-for-selecting-universal-tools-designated-supports-and-accommodations/586718.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the Smarter Balanced usability, accessibility, and accommodations guidelines?","Question",{"text":113,"@type":114},"To guide Smarter Balanced members in selecting and administering universal tools, designated supports, and accommodations so assessment results are fair and accurate for each student.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the document connect support selection to the validity of assessment results?",{"text":118,"@type":114},"It states that validity depends on each student having the appropriate tools, supports, and accommodations needed based on the constructs being measured.",{"name":120,"@type":111,"acceptedAnswer":121},"What limits do members face regarding what they can provide on secure summative assessments?",{"text":122,"@type":114},"Members can make available only the universal tools, designated supports, and accommodations included in the Smarter Balanced UAAG, and may exclude options that conflict with member law, regulation, or policy.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},586718,1792486998,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES  \nPrepared with the assistance of the National Center on Educational Outcomes  \nJuly 1, 2021  \n\n| TABLE OF CONTENTS |  |\n| --- | --- |\n| TABLE OF CONTENTS\u003Cbr>INTRODUCTION | 2\u003Cbr>4 |\n| Intended Audience and Recommended Use | 5 |\n| Smarter Balanced Assessment Design | 5 |\n| Recognizing Access Needs in All Students | 6 |\n| Structure of This Document | 8 |\n| SECTION I: SMARTER BALANCED UNIVERSAL TOOLS | 9 |\n| What Are Universal Tools? | 9 |\n| Embedded Universal Tools | 9 |\n| Non-embedded Universal Tools | 11 |\n| SECTION II. SMARTER BALANCED DESIGNATED SUPPORTS | 13 |\n| What Are Designated Supports? | 13 |\n| Who Makes Decisions About Designated Supports? | 13 |\n| Embedded Designated Supports | 13 |\n| Non-embedded Designated Supports | 18 |\n| SECTION III. SMARTER BALANCED ACCOMMODATIONS | 25 |\n| What Are Accommodations? | 25 |\n| Who Makes Decisions About Accommodations? | 25 |\n| Embedded Accommodations | 25 |\n| Non-embedded Accommodations | 29 |\n| References | 35 |\n| APPENDIX A: SUMMARY OF SMARTER BALANCED UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND\u003Cbr>ACCOMMODATIONS 36\u003Cbr>APPENDIX B: RESEARCH-BASED LESSONS LEARNED ABOUT UNIVERSAL DESIGN, ACCESSIBILITY TOOLS,\u003Cbr>AND ACCOMMODATIONS 38 |  |\n| Who Might Benefit from Accessibility Features Identified by AA-MAS Research? 38\u003Cbr>What Changes Can Be Made to Test Items and Tests That Do Not Change the Construct Being Assessed?38\u003Cbr>What Can Test Developers Do to Build on the Lessons Learned from AA-MAS Research and Implementation?\u003Cbr>39 |  |\n\nAPPENDIX C: FREQUENTLY ASKED QUESTIONS 41  \n\n| Overview of FAQs | 41 |\n| --- | --- |\n| APPENDIX D: READ ALOUD GUIDELINES | 56 |\n| Qualifications for Test Readers | 56 |\n| Preparation | 56 |\n| General Guidelines | 57 |\n| Post-Administration | 57 |\n| English Usage/Conventions | 58 |\n| Images/Graphics/Diagrams | 58 |\n| Passages | 58 |\n| Mathematical Expressions | 59 |\n| Test Reader Guidance for Mathematics | 59 |\n| Images/Graphics/Diagrams/Tables | 63 |\n| From Top to Bottom | 63 |\n| From Left to Right | 64 |\n| Clockwise (Start Wherever Makes Sense.) | 64 |\n| Tables | 65 |\n| Suggested Test Reader Script | 66 |\n| References | 67 |\n| APPENDIX E: SCRIBING PROTOCOL FOR SMARTER BALANCED ASSESSMENTS | 68 |\n| Qualifications for Scribes | 68 |\n| Preparation | 68 |\n| General Guidelines | 69 |\n| Content Area Specific Guidelines | 69 |\n| Considerations for Students Also Using ASL or Other Sign System | 71 |\n| Considerations for Students Using Braille | 72 |\n| Post-Administration | 72 |\n| References | 73 |\n| APPENDIX F: REVISION LOG | 74 |\n\nINTRODUCTION  \nThe Smarter Balanced Assessment Consortium (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 all 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 Common Core State Standards (CCSS) . Thus, the universal tools, designated supports, and accommodations that are appropriate for the Smarter Balanced assessment may be different from those that members allowed in the past. For the secure summative assessments, a member can only make available to students the universal to","cbCaiuu6nEkYmgLB","https://ap.wps.com/l/cbCaiuu6nEkYmgLB","pdf",1333472,84,"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","[{\"question\":\"What is the purpose of the Smarter Balanced usability, accessibility, and accommodations guidelines?\",\"answer\":\"To guide Smarter Balanced members in selecting and administering universal tools, designated supports, and accommodations so assessment results are fair and accurate for each student.\"},{\"question\":\"How does the document connect support selection to the validity of assessment results?\",\"answer\":\"It states that validity depends on each student having the appropriate tools, supports, and accommodations needed based on the constructs being measured.\"},{\"question\":\"What limits do members face regarding what they can provide on secure summative assessments?\",\"answer\":\"Members can make available only the universal tools, designated supports, and accommodations included in the Smarter Balanced UAAG, and may exclude options that conflict with member law, regulation, or policy.\"}]","USABILITY, ACCESSIBILITY, AND ACCOMMODATIONS GUIDELINES - Smarter Balanced - For Selecting Universal Tools, Designated Supports, and Accommodations | PDF",1792059067,212]