Accommodations and Supports
The resources on this page are for IEP and 504 Teams when deciding what accommodations and/or supports would be appropriate for their students.
This page is also a tool for Test Coordinators and Administrators to help understand how to provide these accommodations and supports.
Select Assessment:
ACT
Dates for Early Spring 2027 testing will be posted mid Fall 2026
In order for accommodations to be provided on the ACT, they must be first requested and then approved by ACT. Accommodation requests must be submitted to ACT no later than TBD for the March 9 test window.
What Accommodations and ELL Supports are available:
- Accessibility Supports Guide for the ACT
- Accommodations vs. State Testing Accessibility Supports
- EL (English Learner) supports for ACT InfoGraph - UPDATED for 2025-26
- Practice resources for examinees using accommodations
Gathering the information to submit the request to ACT:
- ACT Accommodations & ELL Supports Application -draft for 2026-27, watching for updates from ACT
- Used by ELL and SpEd staff to compile TAA request information to give to Test Coordinator
- Filled out by staff, NOT students or families
- TAA Parent Consent to Release Information (in many languages)
Steps for submitting Accommodation/support request to ACT:
Requesting Accommodations and English Learner (EL) Supports
- A website from ACT with a guide that lays out the steps for requesting Accommodations and EL Supports as well as links to resources to support the process.
CogAT
Supports available for all students
- Alternate testing location (often partnered with individual or small group testing)
- Individual or Small Group testing
- Proctor-Led (instead of Audio-Led)
- Repeated Directions
- Audio-Led: students may replay the directions and item prompts as many times as needed
- Proctor-Led: the test proctor may read aloud the directions and item prompts as many times as necessary for all students to understand what they are supposed to do
Accommodations for students with IEP or 504 Plan
- All grade levels:
- Paper test
- Scribe
- For grades 3-5 only:
- Extended Time - levels 9-11 are timed; some students may need extra time to reduce the effect of a slow work rate on their test performance. Intended for students who have attention disorders or who need help with word identification or reading examples. Guidance from the student's IEP/504 Plan should be followed where extended time is needed.
- Read aloud - CogAT is not a reading test. Students who have severe reading disabilities may require some assistance reading the questions in the Verbal Battery. Questions in these subtests may be read aloud to students who require such assistance. However, words should not be defined or sentences paraphrased.
- Note: calculator use is NEVER allowed on the CogAT even if indicated on an IEP or 504 Plan
Supports for ELL students:
- Directions administered in a language other than English
- Note: there is not a specific EL level that determines if a student should take the CogAT in English or their home language. If a student is understanding oral instructions in English well and consistently - they likely should take the CogAT in English. If a student does NOT understand oral instructions given to them in English - this student should most likely take the CogAT in their home language.
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Language options for CogAT Language Format and grade level available Arabic Online - grades 3-5 only Cantonese Online - grades 3-5 only မိန် Paper - all grades ကညီ Paper - all grades Mandarin Online - grades 3-5 only Russian Online - grades 3-5 only စိၣ်မါလံ Paper - grades K-2, Online - grades 3-5 စပဲနံးၡ် Online - all grades (Paper for accommodations) Vietnamese Online - grades 3-5 only
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Read aloud - for Verbal Battery in grades 3-5 only, words should not be defined or translated and sentences cannot be paraphrased
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Word-to-Word dictionary - only for grades 3-5 and only if student has experience using a word-to-word dictionary during routine classroom activities. Students may be permitted to use a dictionary (no definitions) that directly translates an English word into the corresponding word in their home language.
If there is an accommodation listed on a student's IEP or 504 Plan that seems applicable to CogAT testing but does not appear in the above list, reach out to the District Assessment Coordinator, Jessica Lang.
FAST
Accommodations or adaptions for accessibility for culturally and linguistically diverse populations and early childhood special education children.
FAST assessments allow for the following accommodations:
- FAST Curriculum-Based Measurement (CBM) assessments are available via paper-pencil as needed for any reason.
- Text Magnification
- Sound Amplification
- Extended Time in the following measures: aReading, aMath and untimed portions of CBM Math, earlyReading and earlyMath
- Extra Breaks
- Preferential seating and use of quiet space
- Proxy responses
- Use of scratch paper (note that the CBM Math Automaticity Assessment does not allow for scratch paper as it specifically is designed to assess the automaticity skill)
- Students with differing needs or disabilities may take the computer-based assessments such as aReading, aMath or CBM Math Automaticity via a tablet-type device (e.g., Chromebook, iPad, etc.), facilitating screen optimization
FAST earlyReading and CBMReading assessments are also available in Spanish for Universal Screening and Progress Monitoring. The Spanish versions of the CBMReading passages are not translations of the English passages. Rather, they are organically developed and are designed around the natural linguistic and developmental stages of language and literacy skill acquisition in the native Spanish language. The passages in Spanish were also designed to reduce or eliminate the use of words that have varying regional meanings (for example, “naranja” in Mexico is the word for an orange. “China” is the word for an orange in Puerto Rico). CBMReading Passages are available for 1st through 6th grades for the purposes of universal screening and progress monitoring.
MCA
Note to IEP and 504 Plan teams: please try to have IEPs and 504 Plans updated and finalized by December 1 to help support both assessment planning and ensuring the correct materials (if needed) are ordered.
Guidance for Universal Supports and Accommodations for MN Statewide Assessments 2025-26
Tool to see exactly how certain embedded accommodations/supports function: Student Readiness Tools
- This is useful both for IEP/504 teams determining which supports to assign and for students to practice using the tools.
Select to enlarge
Alternate MCA/MTAS
Statewide Testing Participation for Students with IEPs or 504 Plans
The current reauthorization of both the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) requires students with disabilities to participate in the statewide assessments that are designed to hold schools accountable for the academic performance of all students. IEP or 504 plan teams determine the appropriate manner for students with disabilities to participate in statewide assessments.
Students with disabilities may participate in statewide assessments in these ways:
- With or without accommodations: IEP and 504 plan teams determine which accommodations, if any, and universal supports are appropriate for students with disabilities. Accommodations should be documented in the IEP or 504 plan and must be provided based on individual need. The use of a universal support may replace the need for an accommodation, depending on the student’s needs; universal supports may also be provided along with accommodations.
- Standards-based accountability assessments: IEP and 504 plan teams use the universal supports and accommodation information in the Guidance for Universal Supports and Accommodations when considering the needs of each student for MCA and MTAS/Alt MCA.
- By taking an alternate assessment for which they are eligible: Only students with IEPs are eligible for alternate assessments. The IEP team documents the decision to administer an alternate assessment in the student’s IEP.
- Standards-based accountability assessments: For students with the most significant cognitive disabilities who meet the eligibility requirements, the IEP team may determine that MTAS/Alt MCA is the most appropriate measure of academic skills in one or more subjects in place of MCA. When making decisions, IEP teams should refer to the Eligibility Requirements and Decision-Making Tool for Minnesota Alternate Assessments.
MYTH: An IEP or 504 Plan team can develop any accommodation they feel is necessary, if nothing listed fits, by simply adding “Approved Accommodations”
- FACT: If IEP or 504 plan teams determine the need for an accommodation not specifically addressed as an accommodation or support for the MCAs, a request must be submitted to MDE (Minnesota Department of Education) for review and approval. They must ensure that the proposed accommodations do not impede the validity of the test or give an unfair advantage. (Requests must be submitted annually.)
- Contact your District Assessment Coordinator, Jessica Lang, to facilitate the request.
MYTH: Students need an accommodation to use their Hearing-Aids with their online test.
- FACT: ကၠိဖိတဖၣ် are allowed to use their Bluetooth-enabled hearing-aids with MCA tests without any accommodation listed on their IEP/504 Plan.
- Test Monitors must confirm that the audio is connected only to the testing device if testing online.
MYTH: Students need “Assistive Technology - Use of device calculator application” to access a calculator for online testing.
- FACT: All online Math and Science tests have embedded calculators available on questions where students are allowed to use calculators. (Both TI (Texas Instruments) and Desmos)
- Math:
- Grades 3-5: Basic (TI-108™ and Desmos Four-Function)
- Grades 6-7: Scientific (TI30XS™ and Desmos Scientific)
- Grade 8: Graphing (TI-84 Plus CE™ and Desmos Graphing)
- Grade 11: Graphing (TI-84 Plus CE™ and Desmos Graphing)
- လံာ်စဲအ့ၣ် :
- All grades: Basic (TI-108™ and Desmos FourFunction)
- Math:
- With the accommodation, students need a separate device to be used for the calculator application.
- A paper test book is required if “Assistive Technology - Use of device calculator application” is selected for grades 3-8 Mathematics MCA.
- Link: Assistive Technology - Use of device calculator application info sheet (includes guidance on how to provide this accommodation)
MYTH: All EL students benefit from the Word-to-Word translations lists.
- FACT: This support is meant to be given to those who will be able to use it as a resource. This means being able to read both languages, know how to find something in alphabetical order, and be familiar with word-to-word translation tools.
- We want to give tools that are helpful, not frustrating.
- Link: Breakdown of available word/language supports available for MCA testing
- These are Universal Supports and do not need to be indicated on an IEP or 504 Plan to be provided to any student as needed.
MYTH: Having the “Translated Testing Directions” support means that we can translate/read the directions in the test to the student.
- FACT: This support is regarding the Testing Directions only. At no point can any test content be read/translated directly from the student’s test.
- The scripted portions of the online and paper Testing Directions may be translated into a language other than English in an oral (including a recording) or written format.
- The online and paper versions of the Testing Directions are posted annually in Hmong, Somali, and Spanish by MDE & Pearson.
- The scripted portions of the online and paper Testing Directions may be translated into a language other than English in an oral (including a recording) or written format.
- This is a Universal Support and does not need to be indicated on an IEP or 504 Plan to be provided to any student as needed.
MYTH: Accommodated Text-to-Speech (Math only) is better than Standard Text-to-Speech for any student needing accommodations.
- FACT: Because accommodated text-to-speech also provides audio for all the labels, graphs, and charts, it may be beneficial only for a limited number of students—for example, those who may require language or visual processing supports. Cognitive overload may occur if a student is presented with too much visual and aural information simultaneously, resulting in the student being unable to process the information.
- The default for most students should be the standard text-to-speech, which is available as a universal support embedded in the Mathematics MCA.
MYTH: Students need “Assistive Technology - Use of device for scratch paper” to access scratch paper while testing.
- FACT: All students have access to physical Scratch Paper (i.e. Paper & Pencil) while testing. Additionally the following tools are embedded in the online MCA testing platform:
- Scratchpad: Students can use the scratchpad tool to write or draw notes during the test.
- Pencil: Students can use the pencil tool to draw or write directly on the screen for all Mathematics MCA questions.
- If this accommodation is selected, a separated device must be used as the “scratch paper”
- Link: Assistive Technology - Use of device for scratch paper info sheet (includes guidance on how to provide this accommodation)
MYTH: If we choose a paper accommodation for a student, they automatically get to have the test read to them as needed.
- FACT: Students must have the Script/Human Reader accommodation listed on their IEP/504 Plan to have the Test Monitor read the Script to them.
- No part of the test can ever be read to the student directly from the student’s test. Only what is written in the Script.
- With all paper mathematics or science test books, it is automatically assumed that a handheld calculator will be needed.
- Link: Paper Test Book info sheet
Clarification: Script vs. Directions
- Script - is an accommodation, must be listed on an IEP of 504 Plan to be provided
- Link: Example of a Script
- Links to Script info sheets (includes the “Script Administration Guidelines”):
- Testing Directions - are scripted directions that must be read to all students each test session. They also contain additional guidance for Test Monitors/Administrators including what help they are allowed to give to students.
MYTH: Having the “Written, Repeated, or Clarified Testing Directions” support means that we can read/clarify the directions in the test to the student.
- FACT: This support is regarding the Testing Directions only. At no point can any test content be read or clarified directly from the student’s test.
- When providing this support Test Monitors may write out scripted directions from specific sections of the Testing Directions. Also, once the scripted directions have been read, Test Monitors may repeat, explain, or clarify the scripted directions.
- This is a Universal Support and does not need to be indicated on an IEP or 504 Plan to be provided to any student as needed.
MYTH: Families can opt out of testing via the IEP or 504 Plan.
- FACT: There is no place in an IEP or 504 Plan to opt a student out of statewide testing. IEPs are not a recognized form for opting a student out of testing per the Minnesota Department of Education.
- If a student is eligible to take a MN statewide assessment (ACCESS and/or MCA) their ‘Participation Level’ within their IEP/504 Plan will indicate whether they will participate with accommodations or not.
- If the IEP team concludes that a student should take an assessment with accommodations, the accommodations/supports determined to be appropriate for that student must be indicated on the IEP/504 Plan whether or not the parent/guardian plans to opt their child out of testing.
- A parent or guardian opting their child out of statewide testing is an action separate from the IEP process. If they would like their child to not participate in one or more statewide assessments, they must make this desire known in writing. This action must occur during the school year of the assessment, prior to testing, and is only applicable for that school year.
- Accepted forms of parent/guardian refusal documentation: email, handwritten or typed letter, completed Statewide Assessments: Parent/Guardian Participation Guide and Refusal Information form (by MDE). Documentation should be submitted to their child’s school.
- Only parents or guardians can fill out/complete opt out documentation. No staff may fill out the form, or encourage a parent/guardian to opt out their child, nor can they imply that a child should not test.
- Per state requirements, Parent/Guardian Participation Guide and Refusal Information form is posted both in the SPPS Student Rights & Responsibilities Handbook and on the SPPS website (both the ACCESS and MCA Family Information websites).
PSAT/NMSQT
In order for accommodations to be provided on the PSAT/NMSQT, they must be first requested and then approved by College Board. Accommodation requests must be submitted to College Board within the first couple of weeks of a student's 11th grade year.
- PSAT/NMSQT is offered in October of a student's 11th grade year. Make sure all needed accommodations are finalized on a student's IEP or 504 Plan by spring of their 10th grade year.
Accommodations and Universal Tools:
- About accommodations - site breaks down the basics for accommodations for College Board assessments
- Using Accommodations
- Supports for English Learners
- Schools must have submitted all extended time requests for EL student at least 4 weeks before test day
- Test Coordinator Manual
- Accommodations Guide for Test Coordinators starts on page 79
- Universal Tools embedded in Bluebook (the testing app)
Process for Requesting Accommodations:
Schools with students who require accommodations on test day will need to submit their requests at least 7 weeks before test day
- How to Request Accommodations
- Registering with Accommodations
- SSD Coordinator Form - to gain access to SSD (Services for Students with Disabilities) system
STAMP for LCD
Link: Accommodation Guidance from Avant (testing company)
WIDA ACCESS
Note to IEP and 504 Plan teams: please try to have IEPs and 504 Plans updated and finalized by December 1 to help support both assessment planning and ensuring the correct materials (if needed) are ordered.
Specific Accommodation Resources
- Supporting Blind or Visually Impaired Students
- Supporting DHH Students
- Understanding the Human Reader Accommodations
Supporting Blind or Visually Impaired Students
From the WIDA Accessibility and Accommodations Manual 2025-26
Blind or Visually Impaired Students
ELs with low vision can often participate fully in online testing, using a large display and the magnification tool built into the test platform. If the IEP team determines the pencil-and-paper test is a better option for the student, assistive technologies such as a CCTV or document camera can enlarge the test content beyond the standard sized booklet. A large print format is also available.
Keep in mind that mixed-mode testing is not allowed. Students cannot take the online format of one domain and the paper format of a different domain. While some students, including those in grades 1-3, handwrite Writing responses as part of a standard administration of WIDA ACCESS Online or WIDA Screener Online, that is not considered mixed-mode testing. Determine in advance which test delivery mode will be most practical to administer and best allow the student to demonstrate English language skills.
Students who use braille can participate in the Listening, Reading, Writing, and Speaking test in braille format. An embossed Speaking booklet is now available and included in the braille kit. The new embossed Speaking form is appropriate for students who are proficient in braille. Check state policy to determine if the Speaking domain should be administered to students who are blind or visually impaired. Refer to the braille accommodation description for detail.
Supporting DHH Students
From the WIDA Accessibility and Accommodations Manual 2025-26
Deaf or Hard of Hearing Students
Consider carefully how an EL identified as deaf or hard of hearing can participate in testing. The options available in this scenario depend on local testing policies and the student’s unique needs. Remember, ASL is a complete and organized visual language that is separate from English. Students who are deaf or hard of hearing, including those who primarily use ASL for communication, may participate in Reading and Writing tests with few or no accommodations. The In-Person Human Reader accommodation might be appropriate during the Listening test for students who use speech reading as part of their communication system.
Students who are deaf or hard of hearing are not required to take an assessment’s pencil-and-paper delivered mode, but WIDA recommends it for several reasons. There are more opportunities for speech reading on the pencil-and-paper delivered assessment, especially on the Listening test. WIDA ACCESS Paper also eliminates the need to submit an incomplete domain or override tier placement.
Keep in mind that mixed-mode testing is not allowed. Students cannot take the online format of one domain and the paper format of a different domain. While some students, including those in grades 1-3, handwrite Writing responses as part of a standard administration of WIDA ACCESS Online or WIDA Screener Online, that is not considered mixed-mode testing. Determine in advance which test delivery mode will be most practical to administer and best allow the student to demonstrate English language skills.
Your state testing policies may allow for some form of manually coded English to provide access to the Listening and Speaking domains for ELs who are deaf, including cued speech, finger spelling (Rochester Method), Visible English, Seeing Essential English (SEE I), Signing Exact English (SEE II), or Signed English. Work with your state education agency to determine which, if any, signed language supports are allowed for ELs who are deaf or hard of hearing.
- Interpreter signs test directions in ASL accommodation
- Note ONLY the test directions can be translated, no test content (questions and responses) is allowed to be translated
- What is the SPD code?
- How to enter the SPD code on an IEP
Understanding the Human Reader Accommodations
Clarification on IR and RP accommodations:
WIDA ACCESS Paper with IR or RP accommodation - use Human Reader Script (ordered by the District Assessment Coordinator)
WIDA ACCESS Online with IR or RP accommodation - Test Administrator reads text from the screen of the student’s testing device
For Listening, Speaking, and Writing domains only!
Statewide Testing Participation for Students with IEPs or 504 Plans
The current reauthorization of both the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) requires students with disabilities to participate in the statewide assessments that are designed to hold schools accountable for the academic performance of all students. IEP or 504 plan teams determine the appropriate manner for students with disabilities to participate in statewide assessments.
Students with disabilities may participate in statewide assessments in these ways:
- With or without accommodations: IEP and 504 plan teams determine which accommodations, if any, and universal supports are appropriate for students with disabilities. Accommodations should be documented in the IEP or 504 plan and must be provided based on individual need. The use of a universal support may replace the need for an accommodation, depending on the student’s needs; universal supports may also be provided along with accommodations.
- English language proficiency accountability assessments: For WIDA ACCESS and WIDA Alternate ACCESS, the primary source of information about available universal supports and accommodations is the Accessibility and Accommodations Manual. In addition, information about state-specific guidance about universal supports and accommodations is included in the Guidance for Universal Supports and Accommodations.
- By taking an alternate assessment for which they are eligible: Only students with IEPs are eligible for alternate assessments. The IEP team documents the decision to administer an alternate assessment in the student’s IEP.
- English language proficiency accountability assessments: For English learners with the most significant cognitive disabilities, the IEP team, in conjunction with EL staff may determine that the WIDA Alternate ACCESS is the most appropriate measure of English language proficiency. The Eligibility Guidance and Decision-Making Support for the WIDA Alternate ACCESS is a new resource to assist in making decisions for students.
MYTH: Students need an accommodation to use their AAC Devices while testing.
- FACT: An augmentative/alternative communication (AAC) device is considered the voice of a student who uses it regularly in instruction. Use of AAC during testing should be consistent with the student’s day-to-day instruction and communication methods and is not considered an accommodation. Use of AAC is permitted on all WIDA assessments.
- See page 34 of the WIDA Accessibility and Accommodations Manual for additional guidance.
MYTH: With the Interpreter Signs Test Directions accommodation, any direction within the test can be translated/signed.
- FACT: This accommodation is applicable to the Test Administrator Script Directions ONLY.
- At no point can any test content be read/translated directly from the student’s test.
- WIDA-provided American Sign Language (ASL) videos of test directions are available in the WIDA Secure Portal for WIDA ACCESS Online for grades 4–12 (all domains) and Grades 1–3 (Listening, Reading, and Speaking).
- For other assessments, arrange for an interpreter to sign test logistics, directions, and practice items into ASL or another signed system.
MYTH: With the Translated Test Administrator Script support, any WIDA ACCESS script can be translated.
- FACT: Only the test directions in the Test Administrator Scripts may be translated into a language other than English in an oral or written format.
- WIDA provides translations of the test directions in 16 languages in the WIDA Secure Portal.
- At no point can any test content be read/translated directly from the student’s test.
- This is a Universal Support and does not need to be indicated on an IEP or 504 Plan to be provided to any student as needed.
- Only available for WIDA ACCESS for grades 1-12
MYTH: Students need an accommodation to use their Hearing-Aids with their online test.
- FACT: ကၠိဖိတဖၣ် are allowed to use their Bluetooth-enabled hearing-aids with WIDA ACCESS tests without any accommodation listed on their IEP/504 Plan.
- Test Administrators must confirm that the audio is connected only to the testing device if testing online.
Clarification: The In-person Human Reader and Repeat In-Person Human Reader accommodations
- There is a lot of confusion on how to provide this accommodation and what it looks like. Application of this accommodation is dependent on the testing mode:
- Online:
- Students play the prerecorded audio and then Test Administrators supplement the audio by reading text answer choices and text labels in graphics (directly from the student’s test screen). - There is no separate script.
- This is the ONLY accommodation that allows test content to be read allowed by the TA directly from the student’s test (online version).
- Paper:
- Test Administrators read from the Human Reader Script. This Script substitutes the Listening and Speaking audio files and is used instead of the Test Administrator Script.
- The HRS needs to be ordered separately. The DAC will review all accommodations prior to the start of the testing window and order the needed Human Reader Scripts. All schools should receive their necessary Human Reader Scripts by the start of the testing window.
- Test Administrators read from the Human Reader Script. This Script substitutes the Listening and Speaking audio files and is used instead of the Test Administrator Script.
- Online:
- Link: In-Person and Repeat In-Person Human Reader accommodation info sheet
MYTH: Families can opt out of testing via the IEP or 504 Plan.
- FACT: There is no place in an IEP or 504 Plan to opt a student out of statewide testing. IEPs are not a recognized form for opting a student out of testing per the Minnesota Department of Education.
- If a student is eligible to take a MN statewide assessment (ACCESS and/or MCA) their ‘Participation Level’ within their IEP/504 Plan will indicate whether they will participate with accommodations or not.
- If the IEP team concludes that a student should take an assessment with accommodations, the accommodations/supports determined to be appropriate for that student must be indicated on the IEP/504 Plan whether or not the parent/guardian plans to opt their child out of testing.
- A parent or guardian opting their child out of statewide testing is an action separate from the IEP process. If they would like their child to not participate in one or more statewide assessments, they must make this desire known in writing. This action must occur during the school year of the assessment, prior to testing, and is only applicable for that school year.
- Accepted forms of parent/guardian refusal documentation: email, handwritten or typed letter, completed Statewide Assessments: Parent/Guardian Participation Guide and Refusal Information form (by MDE). Documentation should be submitted to their child’s school.
- Only parents or guardians can fill out/complete opt out documentation. No staff may fill out the form, or encourage a parent/guardian to opt out their child, nor can they imply that a child should not test.
- Per state requirements, Parent/Guardian Participation Guide and Refusal Information form is posted both in the SPPS Student Rights & Responsibilities Handbook and on the SPPS website (both the ACCESS and MCA Family Information websites).