The IEP team must ensure that each student’s IEP includes decisions about which assessments a student will
take and what accommodations will be provided during the assessments. Please refer to the Office of Special
Education Program’s sample IEP form which lists the sections of the IEP that must be completed regarding
participation in state assessments at:
http://www.state.nj.us/education/specialed/form/ .
9. How does the IEP team know what accommodations will be appropriate for PARCC? What are accessibility
features?
The
PARCC Accessibility Features and Accommodations Manual provides educators and families with
information on the available accommodations and how to select them. Accessibility features are options that
all students will have during the PARCC assessments to improve their access to test items. There are some
features that students can ‘turn on’ during the assessment and some that need to be activated prior to the
assessment. The IEP team should discuss accessibility features during the IEP team meeting; however, inclusion
of accessibility features in an IEP is optional since they are available to all students.
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-
manual .
10. What can parents and families do to prepare students with disabilities for the new assessments?
Parents, families and students are encouraged to learn more about the PARCC assessments and the DLM and to
Beginning at age 14, or younger, if appropriate, students must be invited to their IEP meetings. Engaging
students in conversation, at home and in school, about the PARCC assessments, the DLM assessment (where
appropriate), the science assessments, when appropriate, accommodations, and accessibility features will
facilitate their involvement in identifying their own testing needs. Here are some other strategies for families:
√ Visit the PARCC and DLM websites and read about the assessments. Visit the sites every few weeks as
new information is continually added, including documents and videos to help educators and families
become more familiar with the assessment content and accommodations;
√ Read through the Accessibility Feature and Accommodations Manual to learn about what
accommodations are available to students with IEPs. The tables in the manual clearly define each
accommodation and accessibility feature. Appendices provide additional details and information on
how decisions can be made and procedures for administering accommodations;
√ On the PARCC website, review the sample tests. For children who will be taking the PARCC, sit with your
child, try the items for his or her grade and discuss what accessibility features would be helpful. Talk
about what accommodations he/she uses effectively in school for similar tasks that should be
considered for inclusion in the IEP for the PARCC;
√ If your child will take the DLM, visit the web site and read the “essential elements” which define how the
test will measure the CCSS in a way that makes more sense for your child. Review the eligibility criteria.
√ Make a list of questions you have about the PARCC or DLM and schedule a call with your child’s teacher
or case manager to learn the answers;
√ Attend any school or district parent meetings on state assessments. Talk to your Special Education
Parent Advisory Group about scheduling an information session for parents on the new assessments;
√ Schedule a call with your child’s teacher or case manager prior to the assessment dates to ensure that
all accommodations and accessibility features will be in place during assessment; and
√ Once you receive assessment results, review the report and contact your case manager with questions
you have about how the school will use these test results.