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AssessmentDecisionsandAccommodationsforStudentswithDisabilities

EricKloos|AssistantDirector,SpecialEducationDivision

GarrettPetrie|EducationSpecialist,SpecialEducationDivision

May17,2019

MinnesotaAdministratorsforSpecialEducation(MASE)

BestPracticesConferenceBrainerd,MN

Takeaways

WhatcanwerecommendtosupportIEPteamsto:

•  Ensurethataccommodationsthataregeneralsupportsareprovidedduringassessment?

•  Findresourcestohelpselectanddocumentaccommodationsforinstructionandassessment?

•  ConsidertheMTASiftheMCAwithaccommodationsisnotanappropriatemeasure?

5/17/2019 2Leadingforeducationalexcellenceandequity,everydayforeveryone. | education.mn.gov

OpeningDiscussion

Whatisthepurposeforstudentswithdisabilitiestoparticipateinstatewideassessments,includingalternateassessments?


BriefOverviewofAssessment


Adaptedfrom“AssessmentToday:HowWeGotHereandWhereWeareGoing”Dr.MarthaThurlow,NationalCenteronEducationalOutcomes,April13,2016Source:https://nceo.info/Resources/presentationsVideo:https://www.youtube.com/watch?v=R8Ob9WwJ-tk

ToStartthe1990s

•  Moststatesdidnotincludestudentswithdisabilitiesintheirassessmentsystems

•  Studentswithdisabilities(alldisabilities)wereheldtodifferentexpectations

•  Lessthoughtwasgiventoaccommodationsthatstudentsmightneedininstructiontoaccessthecurriculum,muchlesshowtouseuniversaldesignprinciplesforinstructionandassessment


1990s

•  EHArenamedIDEAin1990

•  ESEAreauthorizedasIASAin1994–firstrequiredparticipationinstateassessmentsforTitleI

•  IDEAreauthorizationin1997–firstrequiredparticipationinstateassessmentsanddevelopmentofalternateassessments

•  NCEOfirstfunded


2000s

•  ESEAreauthorizedasNCLBin2001(signedin2002)

•  IDEAreauthorizedin2004toconfirminclusioninaccountability(plusnewrequirementtocountstudentsusingaccommodations)

•  ADAreauthorizedin2008–expandingcoverage


2010s

•  Race-to-the-TopAssessmentconsortialaunched

•  AlternateAssessmentbasedonAlternateAcademicStandards(AA-AAS)consortialaunched

•  Englishlanguageproficiency(ELP)assessmentconsortialaunched

•  Flexibilityforaccountabilityintroduced

•  OSEPinitiatesResultsDrivenAccountability(RDA)

•  Accessibilityfeaturesintestingbecomemoreavailabletoallstudents•  Accommodationsareasubsetofthesefeaturesmustbeconsideredandprovidedforstudentswithdisabilities

•  Someaccessibilityfeaturesavailablenowmayhavebeenconsideredaccommodationsinthepast,orwerenotevenavailableasaccommodations


OurCurrentContextinMinnesotaforStatewideAccountabilityAssessments

•  Allaccountabilitytestsareonline,buthavepaperaccommodations(largeprint,braille).

•  Generalsupportsareavailableforallstudentsandaccommodationsareavailableforstudentswithdisabilities.

•  Accessibilitytoolsembeddedinonlinetestsareavailabletoallstudents.

•  LimitedadoptionofPersonalNeedsProfile(PNP).

•  AccommodationsmustbedocumentedinIEPsor504Plans;itisstronglyrecommendedsupportsalsobedocumented.


Ensureaccommodationswhenavailableasgeneralsupports


MinnesotaStatewideAssessmentsPage

http://minnesota.pearsonaccessnext.com

RoleofSupportsandAccommodations

•  Allpublicschoolstudentsparticipateinstatewideassessments.However,itisimportanttoclarifytheroleofsupportsandaccommodationsinthesedecisionswhenconsideringhowstudentswillparticipateinassessments.

•  Supportsandaccommodationsdonotchangetheconstructintendedtobemeasuredbytheassessmentortheintegrityoftestresults.


GeneralSupportsDefined

Featuresorpracticesavailableforallstudentsthattailorthetestingexperiencebasedonstudentneedsorpreferences.

Generalsupportsincludes:

•  Onlinetoolsandaccessibilityfeaturesavailableinonlineassessments

•  Generaltest-takingpractices


SupportorAccommodation?

1.  Sensorytools(e.g.,fidgets,weightedpads)?

2.  Specialsettings

3.  Handheldcalculatorforgrades3–8mathematics

4.  12-pointregularprintpapertestbookforreadingandmathematics

5.  Mathematicsmanipulativesandanabacusforgrade11MathematicsMCA

6.  Templatestoreducethevisualprintfield

7.  Extendedtestingtime


SummaryofGeneralSupportsAvailableforAllStudents:

Presentation

Presentation

•  Amplificationdevices

•  Classroommaterials:•  Coloroverlay

•  Highlighter

•  Low-visionaids

•  Magnifier

•  Pencilgrips

•  Placemarker

•  Templatestoreducethevisualprintfield

Presentation(continued)

•  Differentmonitorscreensizeandresolution

•  Repeateddirectionsorwrittenversionofdirections

•  Sensorytools(e.g.,fidgets,weightedpads)

•  Toolsinonlineassessments

•  Voicefeedbackdevices/whisperphonesorstudentreadingthetestoutloud


SummaryofGeneralSupportsAvailableforAllStudents:

Setting,Timing/SchedulingandResponse

Setting

•  Individualorsmall-groupsettings

•  Musicornoisebuffers

•  Specialsettings

Timing/Scheduling

•  Differenttimeofday

•  Extendedtestingtime

Response

•  Calculatoruse

•  Lattices,diagrams,orcharts

•  Mathematicsmanipulativesandanabacusforgrade11MathematicsMCA

•  Scratchpaper


ExampleofaGeneralSupportAvailabletoAllStudents:SchedulingRecommendationsforAllStudents

•  Usetheestimatedtestadministrationtimestoscheduletestsessionsbasedontime,ratherthanbysection,becausestudentsmayexitthetestatanypoint.

•  Studentsarenotrequiredtocompleteasectionbeforeexiting,completethesamenumberofitems,orexitinthesameplaceasotherstudents.

•  Studentsmustanswereachitembeforetheycangotothenextitem,buttheycanreviewtheiranswersbeforegoingtothenextsectionorbeforeexitingthetest.

•  TestMonitorsshouldusescriptedlanguageintheDirectionsforOnlineAdministrationstoalertstudentspriortotheendoftheday’stestingsothattheyhavetimetoreviewtheiranswersbeforeexiting.


EstimatedTestAdministrationTimesforReadingMCA


GradeandTest TotalNumberofPassagesandItems

TotalTestAdministration

3ReadingMCA 8–9passages,57items 2.5–3.5hours




7ReadingMCA 8passages,64items 2.5–3.5hours


10ReadingMCA 7–9passages,61items 2–3hours

EstimatedTestAdministrationTimesforMathematicsMCA


GradeandTest TotalNumberofItems TotalTestAdministration

3–4MathematicsMCA 58 1.5–2hours

5–6MathematicsMCA 60 1.5–2.5hours

7–8MathematicsMCA 63 2–3hours

11MathematicsMCA 55 1.5–2.5hours

AccommodationsBasedonGeneralSupportsforIEPTeamstoConsider:StudentsExitingTest

Usetheestimatedtestadministrationtimestoscheduletestsessionsbasedontime,ratherthanbysection,becausestudentsmayexitthetestatanypoint.

ConsiderationforIEPTeams:Oncestudentsexitthetestformorethan20minutesorstoptestingfortheday,theycannotaccessanyitemscompletedpreviously.


AccommodationsBasedonGeneralSupportsforIEPTeamstoConsider:StudentsExitingSection

Studentsarenotrequiredtocompleteasectionbeforeexiting.

ConsiderationforIEPTeams:ForReadingandScienceMCA,studentsmayexitatanytimewithinapassageorscenario,aseachitemisshownwithitsassociatedpassageorscenario.However,studentsmaychoosetocompleteapassageorscenariobeforeexitingsotheydonotneedtoreaditagainwhentheyresumetesting.


AccommodationsBasedonGeneralSupportsforIEPTeamstoConsider:MonitorsAlertingTime

TestMonitorsshouldusescriptedlanguageintheDirectionsforOnlineAdministrationstoalertstudentspriortotheendoftheday’stestingsothattheyhavetimetoreviewtheiranswersbeforeexiting.

ConsiderationforIEPTeams:TestMonitorsmaynotreviewstudentteststodeterminewherestudentsshouldexit.


YourThoughts?

“Supportsarenotconsideredaccommodationsanddocumentationoftheiruseisnotrequired.However,ifastudenthasanIEPor504plan,supportsareoftendocumentedtoensuretheyareprovidedduringtesting.”

HowmightanIEPteamensureaccommodationsareprovidedwhentheyareavailableasgeneralsupports?


Selectinganddocumentingaccommodations


Discussion

Howaretheexperiencessimilarordifferentforstudentswithdisabilitiesparticipatinginastatewideassessment?


DataInformedAccessibility–MakingOptimalNeeds-basedDecisions(DIAMOND)

https://nceo.info/About/projects/nceoprojects/diamond

AccessibilityFeatures

Definition:Achangeinmaterialsorproceduresfromthosethatmightbeusedtypicallyintheclassroomorduringatestingsession.

•  Providesgreateraccesstostudentswhosecharacteristicsorneedsdifferfromthoseofotherstudents.

•  Allstudentsareeligibleforaccessibilityfeaturesiftheyhaveaspecificaccessneed.


RelationshipBetweenAccommodationsandAccessibilityFeatures

Accommodationsareasubsetofaccessibilityfeatures.

•  Changesthewayatestisadministeredtoreduceoreliminatetheeffectsofadisability.

•  OnlyavailabletostudentswithanIEPor504plan.

•  AllneededaccommodationsaredocumentedannuallyintheIEPor504planpriortotesting.


GeneralGuidanceforSelectingAccommodations

•  Selectingappropriateaccessibilityfeaturesforanindividualstudentrequiresknowingthestudent’scharacteristicsandneeds.

•  Italsorequiresknowingthetargetskillsfortheinstructionalorassessmenttaskathand,aswellashowthestudentwillneedtoparticipateinthattask.


PotentialRisksforSelectingAccommodationsWhenAccessibilityFeaturesareAvailabletoAll

Wheneducatorsknowstudents’characteristicsandneedsandunderstandtheskillstargetedforinstructionandassessments,itcanavoidsomepotentialrisks.Over-accommodatingDecidingthatanindividualstudentneedseverypossibleaccessibilityfeatureavailable.BlanketaccommodatingProvidingaccessibilityfeaturestoallstudentsinagrouporclassratherthancustomizingthemtomeeteachindividualstudent’sneeds.NotaccommodatingAssumingaccessibilityfeaturesavailabletoallstudentsareenoughand/ortheywillgetusedbecausetheyarethere.Notprovidingaccommodationsindailyinstructiontoallowstudentstopracticeandassesstheiruse.


ConsiderationAreasforEachStudent

•  Sensorylimitations(e.g.,visionorhearingimpairment)

•  Physicallimitations

•  Processingspeed

•  Attentionissues

•  Sociallimitations

•  DevelopingEnglishlanguageskills

•  Acculturationlevels

•  Familiaritywithtechnology


SummaryofAccommodationsAvailableforStudentswithDisabilities:

PresentationAccommodationsforMCA

Presentation

•  12-pointregularprintpapertestbookforreadingandmathematics

•  Accommodatedtext-to-speechformathematicsandscience

•  Assistivetechnology

•  Brailleversionsoftestbooks

•  Handheldcalculatorforgrades3–8mathematics(requiresuseofpapertestbook)

•  Largeprinttestbook

Presentation(continued)

•  Mathematicsmanipulativesandanabacusforgrades3–8mathematics(requiresuseofpapertestbook)

•  Recordingareadingtest

•  Scriptsformathematics(requiresuseofpapertestbook)

•  Scriptsforscience(forusewiththeonlineassessmentorpaperaccommodatedtestmaterials)

•  Signedinterpretationofmathematicsandsciencescripts

•  Signedinterpretationoftestdirections


SummaryofAccommodationsAvailableforStudentswithDisabilities:

ResponseFormatandOtherAccommodationsforMCA

ResponseFormat

•  Assistivetechnology

•  Audiorecordingfortranscription

•  Brailleorothernote-takingdevice

•  Scribe(withtranscriptionintothetestbookoronlinetest)

OtherAccommodations

•  IfanIEPor504planteamwanttorequesttheuseofanaccommodationnotonthislist,[email protected].


ConsideringMTASeligibility


StatewideAssessmentsofGrade-LevelStandards

•  MinnesotaComprehensiveAssessments(MCAs)

•  Thesearetheassessmentsmostofthestudentpopulationwilltake(99%orso)

•  MinnesotaTestofAcademicSkills(MTAS)

•  Thisassessmentisanalternateassessmentalignedwithalternateacademicachievementstandardsdesignedforthestudentswiththemostsignificantcognitivedisabilities

•  FederalexpectationwithESSAthatthetotalstatewidestudentparticipationdoesnotexceed1%ofstudentsforeachsubjectassessed


34C.F.R.§300.160(c)(1);20U.S.C.§6311(b)(1)(E)

StatewideAssessmentAdministration


Source:MDE2018-19ProceduresManualfortheMinnesotaAssessments

IntersectionofIDEAandESSA

•  Federallawrequiresallstudents,includingstudentswithdisabilities,tobeincludedinallgeneralstateanddistrict-wideassessmentprograms,withappropriateaccommodationsandalternateassessments,asindicatedintheirrespectiveIEPs

•  AccommodationsareidentifiedbytheState;can’tinvalidatethescore

•  StaterequiredtodevelopguidelinesforparticipatinginMTASforthosestudentswithdisabilitieswhocannotparticipateinMCA,evenwithaccommodations

•  ThesestudentsareregularlyreferredtoinbothIDEAandESSAasthestudentswiththemostsignificantcognitivedisabilities

See34C.F.R.§300.160


2001NCLBAct(FinalRegulations2003)•  1%caponthepercentageofthetotaltestedstudentpopulationthatcouldcountasproficientonalternateassessmentsbasedonalternateacademicachievementstandards.

•  ThiswasnotacaponparticipationwithparticipationdecidedatastudentlevelbytheIEPteam.

2015ESSA(FinalRegulations2016)•  ThetotalnumberofstudentsatthestateleveltestedusinganAlternateAssessmentAlignedwithAlternateAcademicAchievementStandards(AA-AAAS)maynotexceed1.0%ofthetotalnumberofstudentsintheStatewhoareassessedinasubject.

•  Proficiencycaphasbeenchangedtostatewideparticipationcapwithstudent-levelparticipationdecisionsmadebytheirIEPteam.

AlternateAssessmentCap:

ABriefHistory

NoChildLeftBehind(NCLB)FinalRegulations

2003

EveryStudentSucceedsAct

(ESSA)FinalRegulations

2016

ThingsthatChanged:ESSAAlternateAssessmentParticipationCapRequirement

•  ESSAchanged1%captobebasedontheparticipationrateratherthanthenumberofproficiencyscoresthatcouldbeusedinAYPcalculations.

•  ESSAplacedthe1%caponthestateparticipationrateforeachcontentarea,basedonthenumberofstudentsexpectedtotest.

•  Thestatutorylanguagedoesnotauthorizealocaleducationagency(LEA)capontheadministrationoftheseassessments,butdoesrequireLEAstosubmitinformationtothestatejustifyingtheneedtoexceedsuchcap.

•  StatesarerequiredtoprovideadditionaloversightforLEAswhoareexceeding1%participation.


ThingsThatStaytheSame:IEPTeamDetermination

•  Thestudent’sIndividualizedEducationProgram(IEP)team,whichincludesthechild’sparents,decideshowastudentwillparticipate.Thedecisionmustbe:•  Individualized,

•  Basedonthestudent’seducationalneeds,and

•  Madeannually.

•  Independentdecisionsneedtobemadeforreading,mathematics,andscience.

•  StatesmustestablishclearandappropriateguidelinesforIEPteams.


IntersectionofIDEAandESSA

•  ConceptofMTAS:alternateassessmentwithalternateacademicachievementstandardsforstudentswiththemostsignificantcognitivedisabilities

•  Stillneedtopromoteaccesstogeneraleducationcurriculumandensurestudentswhomeetalternatestandardsareontracktopursuepostsecondaryeducationoremployment

•  OnePercentCap:onepercentcaponMTAStakersinState,notdistrict

•  Districtsthatexceed1percentcap“shallsubmitinformationtoState...justifyingtheneedtoexceedsuchcap.”

•  Statehasappropriateoversight,asdeterminedbyState,oversuchrequests.

•  Statemustmakesuchinformationsubmittedbydistrict“publiclyavailable.”

See20U.S.C.§6311(b)(2)(D)


WhoAre“StudentsWithTheMostSignificantCognitiveDisabilities?”NationalPerspective

•  IDEAregulationsdidnotcreateanewcategoryofdisability

•  InaQ&A,USDoEintendedtheterm“studentswiththemostsignificantcognitivedisabilities”toincludethatsmallnumberofstudentswhoare

1.  WithinoneormoreoftheexistingcategoriesofdisabilityundertheIDEA(e.g.,autism,multipledisabilities,traumaticbraininjury,etc.);and

2.  Whosecognitiveimpairmentsmaypreventthemfromattaininggrade-levelachievementstandards,evenwiththeverybestinstruction


WhoAre“StudentsWithTheMostSignificantCognitiveDisabilities?”StateResponsibility

•  ItistheState’sresponsibilitytodefinewhichstudentshavethemostsignificantcognitivedisabilities.

•  ItalsoistheState’sresponsibilitytoestablishclearandappropriateguidelinesforIEPteamstousewhendecidingifanalternateassessmentbasedonalternateachievementstandardsisjustifiedforanindividualchild.

•  Theseguidelinesshouldprovideparametersanddirectiontoensurethatstudentsarenotassessedbasedonalternateachievementstandardsmerelybecauseoftheirplacementoutsidetheregularclassroom,theirdisabilitycategory,ortheirracialoreconomicbackground.


AnnualIEPTeamDecision

IEPteamscontinuetoensurethatalternateassessmentparticipationdecisionsarenotmadebasedonthefollowingfactors:

•  Student’sdisabilitycategory

•  Placement

•  Participationinaseparate,specializedcurriculum

•  AnexpectationthatthestudentwillreceivealowscoreontheMCA

•  Language,social,culturaloreconomicdifferences

•  Concernforaccountabilitycalculations


EligibilityRequirementsfortheMTAS

•  Howtodeterminethemostappropriateassessmentoptionsforstudentswiththemostsignificantcognitivedisabilities

•  MTASEligibilityGuidelines–setsforthguidelinesIEPteamsmustapplyatlestannuallyinmakingthisparticipationdecision,andseparatelyformath,readingandscience

1.ConsidertheMCA–withorwithoutaccommodations.

2.EstablishtheMCAisnotanappropriatemeasureofstudent’sknowledgeandskillsongrade-levelcontentstandards.

3.Ensurethestudent’saccesstothegeneraleducationcurriculumtotheextentappropriate.

•  Likelythatgeneraleducationcurriculumwillbesubstantiallysimplifiedforthisgroupofstudents


EligibilityRequirementsfortheMTAS

MTASmaybeappropriateifallofthefollowingfiverequirementsaremet:

1.  IEPteamfirstconsideredstudent’sabilitytoaccessMCA,withorwithoutaccommodations.

2.  IEPteamreviewedstudent’sinstructionalprogramtoensurestudentisreceivinginstructionlinkedtogeneraleducationcurriculum,toextentappropriate.

3.  IEPteamdeterminedstudent’scognitivefunctioningtobesignificantlybelowage-expectations.IEPteamalsodeterminedstudent’sdisabilityhasasignificantimpactonhis/herabilitytofunctioninmultipleenvironments.


EligibilityRequirementsfortheMTAS(continued)

4.  IEPteamdeterminedstudentneedsexplicitandintensiveinstructionand/orextensivesupportsinmultiplesettingstoacquire,maintain,andgeneralizeacademicandlifeskillsinordertoactivelyparticipateinschool,work,home,andcommunityenvironments.

5.  IEPteamdocumented,intheIEP,reasonsMCAwouldnotbeappropriatemeasureofstudent’sacademicprogressandhowstudentwouldparticipateinstatewidetesting.


YouThoughts?

Doyouhaveanysuggestionsforimprovementsto“EligibilityRequirementsfortheMTAS”guidelines?


NotaBasisforMTASEligibility

MTASparticipationdecisionsarenotbasedonthesefactors:

•  Student’sdisabilitycategory

•  Placement

•  Participationinaseparate,specializedcurriculum

•  AnexpectationthatstudentwillreceivelowscoreonMCA

•  Language,social,cultural,oreconomicdifficulties


Documentstatewideassessmentparticipationdecisionbeforestudentisadministeredthestatewideassessment.

•  MCA:Areaccommodationsappropriate?Ifso,whataccommodations?

•  Accommodationsreduceoreliminateeffectsofadisability.

•  Manysupportsandaccommodationsprovidedtoastudentduringstatewideassessmentsshouldalsobeusedduringclassroominstruction,classroomassessments,anddistrictassessments.

•  Accommodationsmustbeselectedandimplementedtomaintainassessment’sintegrity,whichresultsinvalidinferencesaboutwhatstudentsknowandcando.

•  MTAS:documentwhyMCAwouldnotbeanappropriatemeasureofacademicprogress,andthedecisiontoadministertheMTAS.


DocumentingAssessmentParticipationPriortoAdministration

Suggestions

GoodRecordKeeping

•  LearnerCharacteristicsInventory(LCI)stillneedstobecompletedandenteredonlineaspartofMTASadministration.

•  MakesureIEPisup-to-datepriortoadministrationofMCA/MTAS.

•  IEPteamsusetheMTASEligibilityGuidelinesflowchart,orensurethatthelinktoitinyourdueprocesssystemisup-to-dateeachyear.

ConsistencyisKey

•  Readthroughevaluationreportandstudent’sentireIEP.

•  DoesinformationfromthePLAAFPsection,goals,districtwideassessments,etc.allmeettherequirementstoparticipateintheMTAS?


TakeawaysMet?

DidyougetcurrentandusefulinformationtoguideIEPteamsto:

•  Ensurethataccommodationsthataregeneralsupportsareprovidedduringassessment?

•  Findresourcestohelpselectanddocumentaccommodationsforinstructionandassessment?

•  ConsidertheMTASiftheMCAwithaccommodationsisnotanappropriatemeasure?


Thankyou!EricKloos

[email protected]

[email protected]

5/14/19 53

GlossaryofAlternateAssessmentTerms:SignificantlyBelowAgeExpectations

SignificantlyBelowAgeExpectations

Significantlybelowtheaveragecognitivefunctioningoftypicallydevelopingpeers,whichisdeterminedby:

Atleast‘twostandarddeviationsbelowthemean,plusorminusonestandarderrorofmeasurement’(Minn.R.3525.1333)onastandardizednorm-referencedmeasureofcognitivefunctioning;OR

Whenformalcognitiveassessmentsareinappropriateorinvalid,otherdata-basedmeasuresmaybeusedtodocumentfunctioning significantlybelowageexpectations,consistentwithIDEA,20U.S.C.§ 1414(d)(1)(A)

(i)(VI)(bb).


GlossaryofAlternateAssessmentTerms:ExplicitandIntensiveInstruction

ExplicitandIntensiveInstruction

Duringexplicitinstruction,skillsaretaughtsequentiallyanddirectly.Noassumptionsaremadeaboutwhatstudentsmightacquireontheirown.Intensiveinstructionismostoftenachievedinanindividualand/orsmallgroupsetting.


GlossaryofAlternateAssessmentTerms:ExtensiveSupports

ExtensiveSupports

Supportsmayincludeanarrayofservicesprovidedbyschoolpersonnel,suchasaugmentativeandadaptivecommunicationsystemsandassistivetechnologydevices.Supportsmaybeconsideredextensiveiftheyrequirespecificinstructionandongoingteachersupport.


FederalCitations

EveryStudentSucceedsAct:

https://www2.ed.gov/documents/essa-act-of-1965.pdf(SeeSection1111(b)(2)(D),beginningp.27)

AssessmentRegulations:

https://www.gpo.gov/fdsys/pkg/FR-2016-12-08/pdf/2016-29128.pdf(SeeSections200.6(c)and200.6(d)onpp.88934-88936)


EligibilityCriteriaforAlternateAssessments

MTASEligibilityRequirements:

https://www.gpo.gov/fdsys/pkg/FR-2016-12-08/pdf/2016-29128.pdf(MDEwebsite>Districts,SchoolsandEducators>TeachingandLearning>StatewideTesting>MinnesotaTests)

AlternateACCESSforELLsparticipationcriteria:https://wida.wisc.edu/assess/alt-access(WIDA>Assess>AlternateACCESSforELLs)
