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QUESTIONS AND ANSWERS (Q&As) FROM THE March 12, 2014 WEBINAR
Is the PARCC Accommodations and Accessibility Features Manual still in draft form or has the November version been
approved by NJDOE?
Yes, the Second Edition (November version) is the most current policy statement and guidance from PARCC regarding
accessibility features and accommodations for the operational test, and it is approved by NJ DOE. However it is possible
that there may be some slight adjustments after data is collected from the Field Test.
How will the students learn to use the tools for implementing the computer based accessibility features and
accommodations, will there be practice for them?
Since not all districts and schools were included in the Field Tests, PARCC will provide all schools with practice tests in
spring 2014. The practice tests will be similar in content to the Field Tests and allow all schools to become familiar with
administering computer-based assessments and with the item types, interactive item functionalities, and computerdelivered accessibility features and accommodations that will be included on the operational assessments in 2014-2015.
Sample tutorials can be found at the following link: http://parcconline.org/computer-based-samples
Will there be a new IEP template that reflects the changes as they relate to PARCC and DLM?
The Office of Special Education Programs is reviewing the IEP template; however, the current IEP template includes all
current IDEA components regarding state assessment.
May every student in the district have every feature available?
There are two types of accessibility features. First, there are the features that are embedded in the testing system that
are activated at the section or test item level for students to access at their own discretion. These are available to ALL in
the district taking the test. The second group of accessibility features (General masking, Text-to-Speech for the
mathematics assessments, Background/font color or color contrast, and Answer masking), require the school test
coordinator to activate them through the student’s Personal Needs Profile (PNP) during student registration.
Will the APA in biology and science continue to be administered?
Yes, the Science and Biology APA will continue to measure the New Jersey Core Curriculum Content Standards for
students who require an alternate assessment due to the most significant intellectual disabilities.
When should IEP teams address participation and accommodations for PARCC in IEPs?
IEP teams must address participation in PARCC and document accommodations as appropriate in the IEP that will be
implemented during the PARCC administration period.
May students who are in the process of being evaluated for special education but have not yet been determined as
eligible, receive accommodations?
No, only students who are determined eligible for special education, or who have a 504 plan, are eligible to have
accommodations during the PARCC test. Be sure to consider 'accessibility features' for all students.
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Can it be indicated in an IEP that a student should be prompted to use an accommodation?
No. It is critical that students have opportunities to utilize PARCC practice items provided at
(http://parcconline.org/computer-based-samples) to become familiar with how accommodations and accessibility
features can be used.
If the accessibility features are not listed on the IEP, how can students use them for classroom instruction?
Accessibility features may be used for all children as appropriate during instruction.
How can child study team members familiarize themselves with accommodations to know which ones to consider with
the IEP team?
Child study team members should read the PARCC Accessibility and Accommodations Manual and the appendices at:
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual and complete the tutorials on
the PARCC website: http://www.parcconline.org/samples/item-task-prototypes. Parents should also be encouraged to
review the manual, and complete the tutorials to prepare for an IEP meeting, and become more familiar with the test
content and the format of the test items.
Is EVERY student taking the test required to have headphones?
Yes, for ELA/Literacy component of the test. For math, headphones are needed only if the student has been identified
(through the PNP) as needing Text-to-Speech accessibility feature for the mathematics component of the test, or if the
student needs the headphone as a noise buffer.
PERSONAL NEEDS PROFILE (PNP)
What is a Personal Needs Profile (Page 20 of the PARCC Accessibility and Accommodations Manual)?
In order to individualize the testing experience, and enhance access to the PARCC assessments for all students, a
Personal Needs Profile of each student’s testing needs will be embedded within the technology platform before the
PARCC assessments are administered. The PNP is a collection of student information, including student demographic
information, the computer-based accessibility features that are needed by each student, and accommodations (if
needed).
The PNP should be based on observations and stated preferences by the student or parent/guardian on a student’s
testing needs that have been found to increase access during instruction and assessment. Observations based on a
student’s interaction with the online testing platform can be made through the practice tests. A student’s testing needs
should be reviewed at least annually, and revised as appropriate, to reflect current education-related needs or
preferences.
Who creates the PNP for a student?
 For students with disabilities, it is recommended that the IEP or 504 team will create the PNP.
 For English learners, the educators responsible for selecting accommodations (or an English learner
team, if available) will identify the accessibility features in the PNP for the student.
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For English learners with disabilities, it is recommended that the IEP or 504 team (which includes an
adult familiar with the language needs of the student) will make PNP decisions.
For students without disabilities, and who are not English learners, PNP decisions will be made based on
the student’s education-related needs and preferences by an informal team, which may include the:
a. Student (as appropriate)
b. Parent/guardian
c. Student’s primary educator in the subject of the assessment
Is the Personal Needs Profile part of the IEP or 504 plan?
No. The Personal Needs Profile is not a required part of the IEP or 504 plan. The IEP or 504 team should discuss
accommodations and accessibility features at the IEP or 504 team meeting and document accommodations into the
IEP/504 plan; however, accessibility features are not a required component of the IEP or 504 plan since they are
available to all students.
Are PNPs REQUIRED for all students? Who inputs the information?
No, if a student does not need any of the “accessibility features that must be identified in advance” and if he/she does
not have an IEP or 504 plan with accommodations then, a PNP is not required.
Can the accommodations and PNP be completed in advance of logging onto the system for each student?
Yes, the PNP must be submitted to the school test coordinator to be inputted into the assessment system at the
appropriate time. Accommodations must be entered into the system during student registration/test setup by the
School test coordinator. Accommodations decisions must be made by the IEP/504 team; therefore, they should be
made when the IEP/504 plan that will be implemented during the test administration period is developed. It is
recommended that decisions about accessibility features be made at the same time.
Text-to-Speech, Human Reader or Video of a Human Interpreter for the ELA/Literacy Assessments, including items,
response options, and passages (See Appendix D of the Accommodations and Accessibility Manual for detailed
guidance)
This accommodation is intended to provide access to printed or written texts in the PARCC ELA/Literacy assessments to
a very small number of students with disabilities who would otherwise be unable to participate in the assessment
because their disability severely limits or prevents them from decoding printed text.
What does “a video of a human interpreter” mean?
It means the student will be able to watch a video of an American Sign Language (ASL) interpreter (signer) who will
essentially be signing or interpreting the test into ASL.
The PARCC Accommodations and Accessibility Features Manual includes criteria for determining if a child with an IEP
requires the read aloud accommodation. Are there additional criteria specific to New Jersey?
No. IEP team and 504 teams should use the criteria in Appendix D of the Accommodations and Accessibility Features
Manual for detailed guidance when making decisions.
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http://www.parcconline.org/sites/parcc/files/Appendix%20D%20Reading%20Access%20and%20Sign%20Interpreter%20
Accommodation%20Decision-Making%20Tool.pdf
Does the diagnosis of dyslexia, qualify a student for the Text-to-Speech accommodation for the PARCC?
A diagnosis of dyslexia alone does not qualify the student for the Text-to-Speech accommodation. In order to receive the
Text-to-Speech accommodation, a student must have an IEP or a 504 plan and must meet the criteria in the PARCC
Accommodations and Accessibility Features Manual (Appendix D).
Is there an accommodation for a student who needs the test questions read but not the passage?
No. The Text-to-Speech accommodation includes reading of the passages and test questions.
If a student has an accommodation of a read aloud by teacher, does the teacher have a print out of what to read, or
do they read off the computer?
If on the computer, the test administrator will receive a log in and can read from a computer nearby or read over the
student’s shoulder. For the paper version, a read aloud kit should be ordered.
Is the Text-to-Speech for Mathematics Assessment an Accommodation that needs to be "turned on" or is it already
built in to every student's test?
The Text-to-Speech functionality is built into the system for the Mathematics Assessment, but it must be identified in
advance for it to be made available to the student.
Scribing or Speech-to-Text (i.e., Dictation/Transcription) for constructed responses on the English Language
Arts/Literacy Assessments
The student dictates responses either verbally, using a Speech-to-Text device, augmentative/ assistive communication
device (e.g., picture/word board), or by signing, gesturing, pointing, or eye-gazing. Grammar checker, Internet, and
stored files functionalities must be turned off. Word prediction must also be turned off for students who do not receive
this accommodation. The student must be tested in a separate setting.
What accommodations are in place for students that need a scribe because of physical impairment?
Human scribe, external assistive technology with a human transcription; Pages 31 and 32 of the PARCC Accommodations
and Accessibility Features Manual include information regarding the Scribing or Speech-to-Text (i.e.,
Dictation/Transcription) accommodation which may be selected by the IEP or 504 team for a student with a physical
impairment that severely limits or prevents the student's motor process of writing through keyboarding.
http://parcconline.org/sites/parcc/files/Appendix%20C%20Protocol%20for%20the%20Use%20of%20the%20Scribe%203
-20-14.pdf
Can students have a scribe or only speech to text?
The IEP or 504 team should determine whether the student requires a Scribe OR Speech-to-Text for Prose Constructed
Responses on the ELA/Literacy assessment using the criteria listed in the PARCC Accommodations and Accessibility
Features Manual on page 32.
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Is the Speech-to-Text accommodation embedded in the computer based testing or is it something else?
The Speech-to-Text is not embedded in the computer based test. The student can use an external device if it is included
in the PARCC compatible assistive technology devices guide: http://pearsononlinetesting.com/TestNav/AT/
May students use their own spell checking device?
Yes. As spell checker is an accessibility feature for all students, students can choose to bring external spell check devices
to the field test. Spell check devices may not have grammar check embedded, must be cleared of memory, and may not
be able to connect to the internet. Also, the devices can’t have the ability to save any information.
TIME AND SCHEDULING ACCOMMODATIONS
I am confused about how much time is available to regular education and special education students.
The Test administration times shown include estimated times that a student will need to complete each test component
(listed as Session Time) plus a set amount of additional time allowed for all students who need it (approximately 150% of
the session time) to complete the session.
Extended time is an accommodation for students with IEP/504/ELL plans with this accommodation required by the plan.
This is extra time beyond the additional time that is afforded to all students.
The student uses “extended time” to complete testing. A maximum of up to one school day is allowed to complete one
test session during the prescribed testing window. Students who use this accommodation must be given a quiet location
in which to complete the test. Please refer to the Test Administration Manual for additional information regarding test
sessions and timing since teams will need to consider if the built-in-overage will meet the students’ needs. Refer to
Appendix E for guidelines on administering the PARCC assessments with the extended time accommodation.
When creating our schedules, can ELL, SPED and GEN ED be tested together or do they have to be tested separated?
You should take into consideration how the accommodations the special education and ELL students require will impact
testing sessions and locations when developing testing schedules.
How do you accommodate a student who has anxiety in large group settings?
A decision can be made to test the student in a small group or one-to-one setting. This is a test setting consideration and
not an accommodation.
What constitutes an emergency accommodation/ 504?
Emergency Accommodations (page 35 of the PARCC Accessibility Features and Accommodations Manual)
An emergency accommodation may be appropriate for a student who incurs a temporary disabling condition that
interferes with test performance shortly before or within the testing window of a PARCC assessment. Cases could
include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses has
broken; or a student returning from a serious or prolonged illness or injury. If the principal (or designee) determines that
a student requires an emergency accommodation on the day of the PARCC test, this form (Appendix G: Use of an
emergency accommodation on PARCC assessment Form) must be completed and maintained in the student’s
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assessment file. No state approval is required for emergency accommodations. The parent must be notified that an
emergency accommodation was provided. If appropriate, this form may also be submitted to the district assessment
coordinator to be retained in the student’s central office file. Requests for emergency accommodations will be provided
after it is determined that use of the accommodation would result in a valid score for the student, using guidelines
comparable across PARCC states. Please refer to Appendix G: Use of an Emergency Accommodation on a PARCC
Assessment.
http://www.parcconline.org/sites/parcc/files/Appendix%20G%20Emergency%20Accommodation%20Form.pdf
Calculation Device and Mathematics Tools (on Non-calculator Sessions of Mathematics Assessments)
The student uses a calculation device (e.g., four-function calculator, large key or other adapted calculator), arithmetic
table (including addition/ subtraction and/or multiplication/division charts), and/or manipulatives (IEP or 504 plan must
specify which device or manipulative) on the non-calculator session of the Mathematics test. If a talking calculator is
used, the student must use headphones or test in a separate setting. Refer to pages 30-31 for guidance on the calculator
usage accommodation on the non-calculators parts of the test.
Where do you find the appendices? My manual does not contain appendices?
See the following link: http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual and scroll
to the bottom of the page.
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