# data[].attributes.body
Tracy Gooley

tracy.gooley@schools.utah.gov

# data[].attributes.body
Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such a device.

# data[].attributes.body
Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

# data[].attributes.body
Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

# data[].attributes.headline
USBE Special Education Contact for AVANT

# data[].attributes.subject
USBE Special Education Contact for AVANT

# data[].attributes.body
Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

# data[].attributes.headline
Assistive Technology Guidance and Considerations

# data[].attributes.subject
Assistive Technology Guidance and Considerations

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USBE SES Assistive Technology Considerations and Guidance  07082024

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USBE Special Education contact for Alternate Assessments

# data[].attributes.subject
USBE Special Education contact for Alternate Assessments

# data[].attributes.body
Tracy Gooley

tracy.gooley@schools.utah.gov

# data[].attributes.headline
Why should all teachers engage with in the Formative Assessment Process?

# data[].attributes.subject
Why should all teachers engage with in the Formative Assessment Process?

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Video made with Biteable. The World’s Simplest Video Maker

# data[].attributes.body
Tracy Gooley

tracy.gooley@schools.utah.gov

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Utah’s Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to:

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USBE Special Education contact for CTE tests

# data[].attributes.subject
USBE Special Education contact for CTE tests

# data[].attributes.body
Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

# data[].attributes.body
Accessibility, accommodations and modifications are supports that are for students with an Individual Education Program (IEP), 504 plan, or who are English/Multi-Lingual Learners (ELs/MLs).

# data[].attributes.body
-ACT has a very strict initial deadline for submitting initial requests. Please ensure timely submissions.

-ACT verifies that the requested accommodations are documented on the plan the LEA submits. Ensure accuracy before submission to reduce denial.

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USBE Special Education contact for Utah Aspire Plus

# data[].attributes.subject
USBE Special Education contact for Utah Aspire Plus

# data[].attributes.body
Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

# data[].attributes.body
Utah has a direct portal with specific information for state testing. (Do not refer to the ACT National Testing because it differs for state specific information. )

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act.org,actprofile.org,act.org,actstudent.org,act.alertline.com,services.actstudent.org,career4.successfactors.com,engage.act.org,discoveractaspire.org,qc.vantage.com,myworkkeys.act.org,twitter.com,facebook.com,youtube.com,plus.google.com,linkedin.com,preview.act.org,workreadycommunities.org,pearson.com,instagram.com,actaspire.org,run2.careerready101.com,run2.keytrain.com,leadershipblog.act.org,my.act.org

Important Announcement

Thank you for checking the ACT Now State Testing Webpage. Get started with Spring 2024 administration activities when ACT Now opens on November 6th.

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Portal for all of the resources required by Utah school districts.

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This portal contains information about Utah's RISE assessments.

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It is recommended to bookmark this padlet so you will have easy access to the guidance and resources in the future.

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Utah English Learner (EL) Assessment Guidance 

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Utah English Learner (EL) Assessment Guidance 

# data[].attributes.body
In this guidance you can find identification, entrance and exit criteria for English Language Services and ACCESS accommodations information.

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This section of the padlet links to various resources that provide additional guidance and information regarding accommodations and instruction.

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RISE Resources/Tools and Accommodations are on pages 32-40

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This is the Test Administration Manual (TAM) for 2024-2025 RISE testing.

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The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah. This webpage provides policies, guidance documents, and other resources to assist IEP, 504, and English Learner teams with selecting, administering, and evaluating accessibility and assistive technology needs, accommodations, and assessment participation.

# data[].attributes.attachment_link.description
The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah.

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Scribe (Human or speech-to-text)

Assistive Technology

Braille

Exceptional Accommodations

See the assessment specific TAM for specific instructions

# data[].attributes.body
This Padlet is meant to be a resource for current accessibility and accommodations information for Utah statewide assessments. Some resources may also support IEP, 504 or EL teams in decision making and implementing accommodations instructionally.

# data[].attributes.headline
USBE Contact- Tracy Gooley, Special Education Assessment Specialist 

# data[].attributes.subject
USBE Contact- Tracy Gooley, Special Education Assessment Specialist 

# data[].attributes.body
For questions about accessibility and accommodations for

statewide assessments reach out to

tracy.gooley@schools.utah.gov

# data[].attributes.headline
Utah Accessibility, Accommodations, and Participation Policy 2025-2026

# data[].attributes.subject
Utah Accessibility, Accommodations, and Participation Policy 2025-2026

# data[].attributes.body
The Utah Accessibility, Accommodations, and Participation Policy is the first document on the Special Education Assessment webpage.

# data[].attributes.attachment_link.title
Utah Accessibility, Accommodations, and Participation Policy 2025–2026

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Utah ACT Accessibility Supports Guide for the ACT

# data[].attributes.subject
Utah ACT Accessibility Supports Guide for the ACT

# data[].attributes.body
Please carefully review prior to making submissions! IEP teams, 504 teams and English Learner teams should be familiar with allowable accommodations for ACT!

# data[].attributes.headline
ACT Test Accessibility and Accommodations (TAA) User Guide 2025-26

# data[].attributes.subject
ACT Test Accessibility and Accommodations (TAA) User Guide 2025-26

# data[].attributes.body
This document provides guidance for how to make requests for accommodations for ACT. The TAA opens September 8, 2025.

# data[].attributes.headline
ACT Consent to Release Information to ACT

# data[].attributes.subject
ACT Consent to Release Information to ACT

# data[].attributes.body
Prior to making a request for an ACT accommodation, it is imperative that a Consent to Release Information to ACT form is on file at the LEA.

# data[].attributes.headline
Individuals with Disabilities Act (IDEA)

# data[].attributes.subject
Individuals with Disabilities Act (IDEA)

# data[].attributes.body
IDEA federal regulations Part B Sec. 300.160 Participation in assessments. State and LEA IEP guidance regarding participation in state, LEA, school assessments.

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Individuals with Disabilities Education Act

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300.160 Participation in assessments.

(a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs.

(b) Accommodation guidelines.

(1) A State (or, in the case of a district-wide assessment, an LEA) must develop guidelines for the provision of appropriate accommodations.

(2) The State's (or, in the case of a district-wide assessment, the LEA's) guidelines must-

(i) Identify only those accommodations for each assessment that do not invalidate the score; and

(ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score.

(c) Alternate assessments.

(1) If a State has adopted alternate academic achievement standards for children with disabilities who are students with the most significant cognitive disabilities as permitted in section 1111(b)(1)(E) of the ESEA, the State (or, in the case of a district-wide assessment, an LEA) must develop and implement alternate assessments and guidelines for the participation in alternate assessments of those children with disabilities who cannot participate in regular assessments, even with accommodations, as indicated in their respective IEPs, as provided in paragraph (a) of this section.

(2) For assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate assessments and guidelines in paragraph (c)(1) of this section must provide for alternate assessments that-

(i) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards;

(ii) If the State has adopted alternate academic achievement standards permitted in 34 CFR 200.1(d), measure the achievement of children with the most significant cognitive disabilities against those standards; and

(iii) Except as provided in paragraph (c)(2)(ii) of this section, a State's alternate assessments, if any, must measure the achievement of children with disabilities against the State's grade-level academic achievement standards, consistent with 34 CFR 200.6(a)(2)(ii)(A).

(3) Consistent with 34 CFR 200.1(e), a State may not adopt modified academic achievement standards for any students with disabilities under section 602(3) of the Act.

(d) Explanation to IEP Teams. A State (or in the case of a district-wide assessment, an LEA) must-

(1) Provide to IEP teams a clear explanation of the differences between assessments based on grade-level academic achievement standards and those based on alternate academic achievement standards, including any effects of State and local policies on a student's education resulting from taking an alternate assessment aligned with alternate academic achievement standards, such as how participation in such assessments may delay or otherwise affect the student from completing the requirements for a regular high school diploma; and

(2) Not preclude a student with the most significant cognitive disabilities who takes an alternate assessment aligned with alternate academic achievement standards from attempting to complete the requirements for a regular high school diploma.

(e) Inform parents. A State (or in the case of a district-wide assessment, an LEA) must ensure that parents of students selected to be assessed using an alternate assessment aligned with alternate academic achievement standards under the State's guidelines in paragraph (c)(1) of this section are informed, consistent with 34 CFR 200.2(e), that their child's achievement will be measured based on alternate academic achievement standards, and of how participation in such assessments may delay or otherwise affect the student from completing the requirements for a regular high school diploma.

(f) Reports. An SEA (or, in the case of a district-wide assessment, an LEA) must make available to the public, and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children, the following:

(1) The number of children with disabilities participating in regular assessments, and the number of those children who were provided accommodations (that did not result in an invalid score) in order to participate in those assessments.

(2) The number of children with disabilities, if any, participating in alternate assessments based on grade-level academic achievement standards in school years prior to 2017-2018.

(3) The number of children with disabilities, if any, participating in alternate assessments aligned with modified academic achievement standards in school years prior to 2016-2017.

(4) The number of children with disabilities who are students with the most significant cognitive disabilities participating in alternate assessments aligned with alternate academic achievement standards.

(5) Compared with the achievement of all children, including children with disabilities, the performance results of children with disabilities on regular assessments, alternate assessments based on grade-level academic achievement standards (prior to 2017-2018), alternate assessments based on modified academic achievement standards (prior to 2016-2017), and alternate assessments aligned with alternate academic achievement standards if-

(i) The number of children participating in those assessments is sufficient to yield statistically reliable information; and

(ii) Reporting that information will not reveal personally identifiable information about an individual student on those assessments.

(g) Universal design. An SEA (or, in the case of a district-wide assessment, an LEA) must, to the extent possible, use universal design principles in developing and administering any assessments under this section.

(Authority: 20 U.S.C. 1412(a)(16))

[72 FR 17781, Apr. 9, 2007, as amended at 80 FR 50785, Aug. 21, 2015; 82 FR 29760, June 30, 2017]

# data[].attributes.attachment_link.title
Sec. 300.160 Participation in assessments - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
300.160 Participation in assessments. (a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs.

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IEP Reflective Framework: Accommodations and Modifications

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IEP Reflective Framework: Accommodations and Modifications

# data[].attributes.body
The Reflective Framework for Individualized Education Program, depicted in the image above, has the central purpose of providing equitable access to grade-level content for students with disabilities. This purpose is supported by six surrounding components:

1. Present Levels of Academic Achievement and Functional Performance

2. Special Factors

3. Individualized Education Program Goals

4. Specially Designed Instruction and Service Time

5. Accommodations and Modifications

6. Transition

The purpose of this document is to review the requirements for accommodations and modifications, as well as to give specific examples of how to implement these requirements.

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IEP Reflective Framework Accommodations and Modifications Component (2022)

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Utah Assistive Technology Teams (UATT) support school LEAs and IEP teams to evaluate, acquire, and manage assistive technology for students with disabilities. We support and coordinate with multi-disciplinary educational and rehabilitation teams to train students, caregivers, educators, and service providers in the use of assistive technology in education and in the major life functions of students with disabilities.

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The Utah State Board of Education has established the Assessment and Accountability Policy Advisory Committee. This committee was formally known as the Policy Advisory Committee (PAC). The purpose of this committee is to review current assessment and accountability policies, business rules, pending test administrations decisions and detailed accountability rules and implementation decisions. The committee will also assist the Board's Assessment and Accountability section to represent and inform the education communities about the Board's policies, programs, rules, and procedures. We will also be consulting on the Every Student Succeeds Act (ESSA) Federal Education Law and how it pertains to Utah's students. The meetings will be held quarterly beginning in September and usually last 2-3 hours.

Accountability Redesign

How should we assess the quality of schools in Utah?

Join us for virtual and in-person sessions to make your voice heard!

The Utah State Legislature and the Utah State Board of Education (USBE) are partnering to reexamine the state's school accountability system. The current Utah School Accountability System ( Utah Accountability Technical Manual) was established through Senate Bill (S.B.) 220: Student Assessment and School Accountability Amendments during the 2017 legislative session, prior to the advancement of the Personalized, Competency-Based Learning (PCBL) and Utah's Portrait of a Graduate initiatives. The pandemic has highlighted the dependency of the school accountability system on access to state assessment results. The state is seeking to build a new accountability system to be:

Inclusive of the additional initiatives

More comprehensive in evaluation criteria

Aligned with and supportive of continuous school improvement efforts for all schools

For this work to be successful, the state needs to hear from the public on the information needed to better understand school quality. Please consider participating in the following sessions to provide your input on the future of school accountability in Utah.

Virtual Sessions - Key Areas of School Quality

These virtual sessions gathered information on the key areas the public feels should be included in the state's redesigned system to understand the quality of schools. Thank you to those who joined.

March 1, 2022
Time: 4 p.m. - 5:30 p.m.
Utah School Accountability Redesign Public Engagement, March 1, 2022
YouTube

March 3, 2022
Time: 6:30 p.m. - 8 p.m.
Utah School Accountability Redesign Public Engagement, March 3, 2022
YouTube

If you are planning on attending one of these in-person sessions and need sign language translation, please contact Darin Nielsen at darin.nielsen@schools.utah.gov by April 1, 2022.

# data[].attributes.attachment_link.description
The Utah State Board of Education has established the Assessment and Accountability Policy Advisory Committee. This committee was formally known as the Policy Advisory Committee (PAC). The purpose of this committee is to review current assessment and accountability policies, business rules, pending test administrations decisions and detailed accountability rules and implementation decisions.

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USBE Special Education contact for Acadience

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USBE Special Education contact for Acadience

# data[].attributes.body
Tracy Gooley

tracy.gooley@schools.utah.gov

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The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah. This webpage provides policies, guidance documents, and other resources to assist IEP, 504, and English Learner teams with selecting, administering, and evaluating accessibility and assistive technology needs, accommodations, and assessment participation.

# data[].attributes.attachment_link.description
The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah.

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The purpose of this
toolkit is to increase
capacity for educators
to leverage the formative
assessment process
to inform personalized
instruction and
more effectively work
with students to build
competency.

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Kindergarten

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to:

provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten,

identify students in need of early intervention instruction and promote differentiated instruction for all students,

analyze the effectiveness of programs, such as extended-day kindergarten and preschool,

provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives,

identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner, and

understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term.

Administrative Rule

R277-489: Kindergarten Entry and Exit Assessment. Enhanced Kindergarten Program Utah State Board of Education Administrative Rules

Assessment Administration Windows

Testing and Reporting Window information for the KEEP Entry and Exit is broken down in the 2023-2024 Assessment Director Resource Guide.

Reports

KEEP School Year 2022-2023

KEEP School Year 2021-2022

Utah's 2020-2021 KEEP Report

Utah's 2019-2020 KEEP Report

Utah's 2018-2019 KEEP Report

Utah's 2017-2018 KEEP Report

Testing Materials

KEEP Entry

Utah's KEEP: Student Materials

Utah's KEEP Entry: Test Administration Manual

Utah KEEP Data Entry: Getting Started

KEEP Exit

Utah's KEEP: Student Materials

Utah's KEEP Exit: Test Administration Manual

KEEP Exit Additional Guidance Questions 7 and 13 Scoring

Alternate KEEP

Guide to the Kindergarten Entry and Exit Alternate Assessment (KEEPAA) For Students with Significant Cognitive Disabilities (SCD)

KEEP Alternate Assessment Literacy and Numeracy Rubric

KEEPAA (Presentation)

Resources

KEEP Cut Scores

Training Information

Self-directed Canvas Training

Enroll in KEEP Entry Training

Enroll in KEEP Exit Training

Contact

Phone: (801) 538-7542 | Teresa McEntire
Elementary English Language Arts Assessment Specialist
E-mail

Readiness Improvement Success Empowerment (RISE)

The RISE assessment is a computer adaptive criterion referenced assessment system that includes summative tests for English Language Arts (ELAs), Mathematics, Science, and Writing. The summative tests are scheduled to be delivered to the following grades.

Portal

Utah RISE Portal

ELA

Mathematics

Science

Writing

Assessment Administration Windows

Testing and Reporting Window information for RISE is broken down in the 2023-2024 Assessment Director Resource Guide.

Training

RISE Trainings
YouTube

Contacts

Utah Aspire Plus

The Utah Aspire Plus assessment is a hybrid of ACT Aspire and Utah Core test items. It is a computer delivered, fixed form end-of-grade-level high school assessment for students in 9 and 10. Utah Aspire Plus includes four subtests:

Reading

English

Mathematics

Science

Students receive predicted ACT score ranges for each subtest, as well as an overall predicted composite ACT score range. The assessment also provides proficiency scores for end-of-grade-level expectations for 9th and 10th grade students in English Language Arts, Mathematics, and Science.

Portal

Utah Aspire Plus Portal

Assessment Administration Windows

Testing and Reporting Window information for Utah Aspire Plus is broken down in the 2023-2024 Assessment Director Resource Guide.

Testing Times

Tests cannot be divided into sections. Each test must be completed in one sitting, unless a student has an Individualized Education Program (IEP) or 504 accommodation for stop-the-clock breaks or for securely extending the test over multiple days.

Access blueprints, reporting guides, sample reports and other reporting resources.

Resources

ACT College and Career Readiness Standards

Training

Utah Aspire Plus Trainings
YouTube

Contacts

High School (HS) Core Benchmarks

Utah Core Standards Benchmarks for Grades 9-12

The Utah Core Standards Benchmark Assessments are a productivity tool for Utah teachers and students that focus on specific strands within the Utah Core Standards. The Benchmarks are testlets-typically between 8 and 15 items, depending on the content area-that are designed to give teachers and students an opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards.

Available Benchmarks

The following are available as part of the Utah Core Standards Benchmark Assessments:

Biology

Chemistry

Earth and Space Science

Physics

Reading Informational

Reading Informational 10

Reading Literature 9

Reading Literature 10

Listening Comprehension 9

Listening Comprehension 10

Editing 9

Editing 10

Secondary Mathematics I

Secondary Mathematics II

Secondary Mathematics III

Contacts

WIDA

Utah is a member state of the WIDA Consortium. WIDA advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality WIDA English Language Development (ELD) Standards, assessments, research, and professional learning for educators. Utah uses WIDA Screener for Kindergarten and WIDA Screener Online (Grades 1-12) to identify English Learners (ELs). Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners (ELLs) is given to all EL students during the annual testing window to measure proficiency and growth toward academic language proficiency in English.

All who administer WIDA assessments must complete the online test administer trainings annually. It is the responsibility of the LEA to ensure these trainings are being completed in the WIDA Secure Portal.

ACCESS Testing Requirements

ACCESS for ELLs Online is Utah's online summative assessment of EL students. It is developed and maintained by WIDA.

This assessment is administered for a number of purposes:

to measure individual students' progress in achieving proficiency in speaking, listening to, comprehending, reading, and writing academic English,

to determine the success of language development programs in individual schools and school districts, and

to fulfill federal requirements of The Every Student Succeeds Act (ESSA) of 2015 and Title III law.

All EL students must be tested annually using the ACCESS assessment. When students earn an Overall Composite score of 4.2 or higher with a Speaking score of 3.5 or higher, they are considered fluent in English. Students are then re-designated to monitoring status for four years. Students are not required to take the ACCESS assessment during these four years of monitoring. The Local Education Agency (LEA) may use appropriate data, evaluation, and team-based problem solving to consider reclassifying the student as EL if, while in monitoring status, the student demonstrates consistent and continued need for increased language support services.

For students in grades 1 through 12, LEAs are required to give WIDA ACCESS for ELLs Online Assessment. ACCESS Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students).

Students with significant cognitive disabilities who receive instructional support in alternate achievement standards and who cannot participate in the regular WIDA ACCESS assessment with accommodations and meet the criteria outline in the USBE Alternate Assessment Participation Guidelines, as determined by the IEP team, are eligible to participate in the WIDA Alternate ACCESS for ELLs.

Students in Kindergarten are administered WIDA Kindergarten ACCESS for ELLs.

Screener Testing Requirements

LEAs are required to administer a WIDA Screener to newly enrolled students who indicate on the home language survey that they speak any language other than English. Screener is available to LEAs all year. Federal and state law requires that students must be administered Screener within 30 calendar days of enrollment within the first month of school, and within 10 school days of enrollment thereafter. Screener should only be administered once during a student's enrollment in Utah schools.

Students are eligible for EL services if they earn a score of 1-4.9 on Screener for grades K-12.

For students in grades 1 through 12, LEAs are required to give WIDA Screener Online. WIDA Screener Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students). Both Screener online and Screener Paper are provided by Utah State Board of Education at no cost to LEAs.

Students in Kindergarten are given the WIDA Screener for Kindergarten.

WIDA Measure of Developing English Language (MODEL) is also an acceptable tool for screening for grades K-12 that can be purchased by the LEA.

2023-2024 Test Dates

Screener: Available all year

ACCESS Testing Window: January 8, 2024 through March 8, 2024

Detailed ACCESS Date

2023-2024 Professional Development and Training

Register through Massively Integrated Data Analytics System (MIDAS) using Course Number 62899.

The following trainings will be available in person, in a hybrid, or in a virtual setting:

Self-Paced Workshops in the WIDA Secure Portal: September 1, 2023 through August 31, 2024

Interpreting ACCESS for ELLs Score Reports for Instruction (in-person): September 14, 2023

Nurturing Speaking Growth (webinars and self-paced): November 2, 2023 through November 9, 2023

ACCESS for ELLs Test Coordinator (webinar): November 15, 2023

Alternate ACCESS Overview (webinar): November 15, 2023

Scaffolding Learning through Language (webinars): November 30, 2023, December 7, 2023, and December 14, 2023

Frequently Asked Questions

1. Do LEAs have to screen students arriving from another WIDA state and have previous WIDA ACCESS scores?
Yes, students need to be screened in order to qualify for EL services in Utah.

2. If a student lived in Utah, moved out of state, then returned to a Utah school, do they need to be screened?

Yes, if it is during 2 different school years.

No, if it is during the same school year.

3. If a student arrives in Utah from another WIDA state and reached an Overall Composite score of 4.2 or higher with a Speaking score of 3.5 or higher on their ACCESS test, do they need to be screened?

Yes, to ensure they do or do not need EL services in Utah.

4. What Screener grade band should be used?
Please see the Online Screener TAM grade band for guidance.

5. Are LEAs be required to purchase Kindergarten Screener kits?
No, all materials are available in the WIDA Secure Portal for printing. If LEAs want professionally printed materials on high quality paper, they will be responsible for purchasing those materials through the WIDA Store.

6. When can LEAs begin using the Kindergarten Screener?

July 1 prior to the new school year

For students entering 1st Semester, Kindergarten Screener is only Speaking and Listening. For students entering 2nd Semester, screen using all four domains.

Resources

ACCESS Native Language Codes(PDF File)

Utah Identification and Placement Guide

Utah Testing Ethics Policy (Testing Policies and Reporting Obligations) Data Recognition Corporation (DRC) - WIDA's scoring and materials handling contractor. All ACCESS testing materials are ordered through DRC, and all testing materials are subsequently returned to DRC for scoring.

Utah WIDA Website

WIDA Website

WIDA Assessment Management System (AMS)

To request WIDA or DRC Accounts

WIDA Secure Portal Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

WIDA DRC/AMS Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

District Testing Coordinator Permissions:

LEA Assessment Directors, Testing Coordinators, and Alternate Language Services (ALS) Directors should contact the below state assessment contacts for WIDA and WIDA AMS accounts and permissions.

Contact Us

Kindergarten

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to:

provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten,

identify students in need of early intervention instruction and promote differentiated instruction for all students,

analyze the effectiveness of programs, such as extended-day kindergarten and preschool,

provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives,

identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner, and

understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term.

Administrative Rule

R277-489: Kindergarten Entry and Exit Assessment. Enhanced Kindergarten Program
Utah State Board of Education Administrative Rules

Assessment Administration Windows

KEEP Entry

Entry (Beginning of Year): 3 weeks before the first day of school until 3 weeks after Kindergarten starts

Data entry due by September 30, 2022

KEEP Exit

Exit (End of Year): Last 4 weeks of Kindergarten

Data entry due by June 15, 2023

Reports
KEEP School Year 2021-2022 Utah's 2020-2021 KEEP Report Utah's 2019-2020 KEEP Report Utah's 2018-2019 KEEP Report Utah's 2017-2018 KEEP Report
Testing Materials

KEEP Entry
Utah's KEEP: Student Materials Utah's KEEP Entry: Test Administration Manual Utah KEEP Data Entry: Getting Started
KEEP Exit
Utah's KEEP: Student Materials Utah's KEEP Exit: Test Administration Manual KEEP Exit Additional Guidance Questions 7 and 13 Scoring
Alternate KEEP
Guide to the Kindergarten Entry and Exit Alternate Assessment (KEEPAA) For Students with Significant Cognitive Disabilities (SCD) KEEP Alternate Assessment Literacy and Numeracy Rubric KEEPAA (Presentation)
Resources
KEEP Cut Scores
Training Information

KEEP Trainings
YouTube

Self-directed Canvas Training
Enroll in KEEP Entry Training Enroll in KEEP Exit Training
Contact

Teresa McEntire
Elementary English Language Arts Assessment Specialist
Phone: (801) 538-7542 | E-mail

Readiness Improvement Success Empowerment (RISE)

The RISE assessment is a computer adaptive criterion referenced assessment system that includes summative tests for English Language Arts (ELAs), Mathematics, Science, and Writing. The summative tests are scheduled to be delivered to the following grades.

Portal
Utah RISE Portal

ELA

Mathematics

Science

Writing

Testing Window Information

Testing Window information for the RISE Assessment is broken down in the Assessment Director Resource Guide.
2022-2023 Assessment Director Resource Guide
Training

RISE Trainings
YouTube

Contacts

Utah Aspire Plus

The Utah Aspire Plus assessment is a hybrid of ACT Aspire and Utah Core test items. It is a computer delivered, fixed form end-of-grade-level high school assessment for students in 9 and 10. Utah Aspire Plus includes four subtests:

Reading

English

Mathematics

Science

Students receive predicted ACT score ranges for each subtest, as well as an overall predicted composite ACT score range. The assessment also provides proficiency scores for end-of-grade-level expectations for 9th and 10th grade students in English Language Arts, Mathematics, and Science.

Portal
Utah Aspire Plus Portal
Testing Window

Testing Window information for the Utah Aspire Plus Assessment is broken down in the 2022-2023 Assessment Director Resource Guide.

Testing Times

Tests cannot be divided into sections. Each test must be completed in one sitting, unless a student has an Individualized Education Program (IEP) or 504 accommodation for stop-the-clock breaks or for securely extending the test over multiple days.

Access blueprints, reporting guides, sample reports and other reporting resources.

Additional Reporting Resources
Pearson Education, Utah Aspire Plus

Resources
ACT College and Career Readiness Standards
Training

Utah Aspire Plus Trainings
YouTube

Contacts

High School (HS) Core Benchmarks

Utah Core Standards Benchmarks for Grades 9-12

The Utah Core Standards Benchmark Assessments are a productivity tool for Utah teachers and students that focus on specific strands within the Utah Core Standards. The Benchmarks are testlets-typically between 8 and 15 items, depending on the content area-that are designed to give teachers and students an opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards.

Available Benchmarks

The following are available as part of the Utah Core Standards Benchmark Assessments:

Biology

Chemistry

Earth and Space Science

Physics

Reading Informational

Reading Informational 10

Reading Literature 9

Reading Literature 10

Listening Comprehension 9

Listening Comprehension 10

Editing 9

Editing 10

Secondary Mathematics I

Secondary Mathematics II

Secondary Mathematics III

Resources

Utah Core Standards Benchmark
YouTube
How do I Administer the Utah Core Standards HS Benchmarks Remotely?
If you have any questions, please contact Aliese Fry at aliese.fry@schools.utah.gov or Kim Rathke at kim.rathke@schools.utah.gov.

WIDA

Assessing Comprehension and Communication in English State-to-State (ACCESS)

Utah is a member state of the WIDA Consortium. WIDA advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality WIDA English Language Development (ELD) Standards, assessments, research, and professional learning for educators. Utah uses WIDA Screener for Kindergarten and WIDA Screener Online (Grades 1-12) identify English Learners (ELs). ACCESS for English Language Learners (ELLs) is given to all EL students during the annual testing window to measure proficiency and growth toward academic language proficiency in English.

All who administer WIDA assessments must be certified. To become certified to administer and score Utah WIDA assessments, test administrators must annually complete the WIDA online training course for the appropriate assessment and grade span and score 80% or higher on the end-of-module quiz.

ACCESS Testing Requirements

ACCESS for ELLs Online is Utah's online summative assessment of EL students. It is developed and maintained by WIDA.

This assessment is administered for a number of purposes:

to measure individual students' progress in achieving proficiency in speaking, listening to, comprehending, reading, and writing academic English,

to determine the success of language development programs in individual schools and school districts, and

to fulfill federal requirements of The Every Student Succeeds Act (ESSA) of 2015.

All EL students must be tested annually using the ACCESS assessment. When students earn a Proficiency Level of 5.0 or higher, they are considered fluent in English. Students are then re-designated to monitoring status for four years. Students are not required to take the ACCESS assessment during these four years of monitoring. The Local Education Agency (LEA) may use appropriate data, evaluation, and team-based problem solving to consider reclassifying the student as EL if, while in monitoring status, the student demonstrates consistent and continued need for increased language support services.

For students in grades 1 through 12, LEAs are required to give WIDA ACCESS for ELLs Summative Assessment. ACCESS Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students).

Students with significant cognitive disabilities who take Dynamic Learning Maps (DLM)/Utah Alternate Assessment (UAA), Utah State Board of Education Special Education Accessibility, Accommodations, and Assessment, are eligible for WIDA Alternate ACCESS for ELLs.

Students in Kindergarten are administered WIDA Kindergarten ACCESS for ELLs.

Screener Testing Requirements

LEAs are required to administer a WIDA Screener to newly enrolled students who indicate on the home language survey that they speak any language other than English. Screener is available to LEAs all year; however, federal and state law requires that students must be administered Screener within 30 days of enrollment within the first month of school, and within 10 days of enrollment thereafter. Screener should only be administered once during a student's enrollment in Utah schools.

Students are eligible for EL services if they earn a score of 1-4.9 on Screener for grades K-12.

For students in grades 1 through 12, LEAs are required to give WIDA Screener Online. WIDA Screener Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students). Both Screener online and Screener Paper are provided by Utah State Board of Education at no cost to LEAs.

Students in Kindergarten are given the WIDA Screener for Kindergarten.

WIDA Measure of Developing English Language (MODEL) is also an acceptable tool for screening for grades K-12 that can be purchased by the LEA.

2022-2023 Test Dates

Screener: Available all year

ACCESS Testing Window: January 5, 2023 through March 3, 2023

2022-2023 Professional Development and Training

Register through Massively Integrated Data Analytics System (MIDAS) using Course Number 61341. All times are Mountain Standard Time (MST).

The following trainings will be available in person or in a virtual setting:

WIDA Screener for Kindergarten
MIDAS Course 61341-1 (Virtual Webinar)
Date: September 7, 2022 | Time: 3:30 p.m. - 5 p.m.

WIDA Screener Online
MIDAS Course 61341-2 (Virtual Webinar)
Date: September 6, 2022 | Time: 3:30 p.m. - 5 p.m.

Scaffolding Learning through Language In-person Workshop
MIDAS Course 61341-3 (Full Day Workshop)
Date: October 11-12, 2022 | Location: To be determined

ACCESS for ELLs Online Test Administrator with Coordinator Supports Training
MIDAS Course 61341-4 (Virtual Webinar)
Date: December 13, 2022 | Time: 3:30 p.m. - 5 p.m.

Alternate ACCESS for ELLs Test Administrator Training
MIDAS Course 61341-5 (Virtual Webinar)
Date: December 14, 2022 | Time: 3:30 p.m. - 5 p.m.

Kindergarten ACCESS for ELLs Test Administrator
MIDAS Course 61341-6 (Virtual Webinar)Date: December 15, 2022 | Time: 3:30 p.m. - 5 p.m.

Frequently Asked Questions

1. Do LEAs have to screen students arriving from another WIDA state and have previous WIDA ACCESS scores?
Yes, students need to be screened in order to qualify for EL services in Utah.

2. If a student lived in Utah, moved out of state, then returned to a Utah school, do they need to be screened?

1. Yes, if it has been more than 2 years.

2. No, if it has less than 2 years.

If a student arrives in Utah from another WIDA state and reached a 5.0 or higher on their ACCESS test, do they need to be screened?
Yes, to ensure they do or do not need EL services in Utah.

What Screener grade band should be used?
Please see the Online Screener TAM pages 15-16 for guidance.

Will LEAs be required to purchase Kindergarten Screener kits?
No, all materials are available in the WIDA Secure Portal for printing. If LEAs want professionally printed materials on high quality paper, they will be responsible for purchasing those materials through the WIDA Store.

When can LEAs begin using the Kindergarten Screener?
July 1 prior to the new school year

Resources
ACCESS for ELLs Year in Review October 2017 to October 2018 Utah English Language Learner Identification and Placement Guidance Document 2021-2022 Utah WIDA Website WIDA Language Codes WIDA Website
Data Recognition Corporation (DRC) - WIDA's scoring and materials handling contractor. All ACCESS testing materials are ordered through DRC, and all testing materials are subsequently returned to DRC for scoring.
WIDA Assessment Management System (AMS)
To request WIDA or DRC Accounts

WIDA Secure Portal Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

WIDA DRC/AMS Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

District Testing Coordinator Permissions:

LEA Assessment Directors, Testing Coordinators, and Alternate Language Services (ALS) Directors should contact the below state assessment contacts for WIDA and WIDA AMS accounts and permissions.

Contact Us

WIDA Help Desk
(866) 276-7735 | E-mail

DRC/AMS Help Desk
(855) 787-9615 | E-mail

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Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students.

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Acadience Reading and Math Accommodations, Alternative and Alternate Assessment Guideance

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Acadience Reading and Math Accommodations, Alternative and Alternate Assessment Guideance

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This was updated on August, 2024. You can find the accommodated alternative assessment options as well as guidance for accommodations and accessibility for Acadience Reading and Math assessments.

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Alternate assessments are for students with the most significant cognitive disabilities whose disability significantly impacts their intellectual functioning and adaptive behavior supported with IEP Eligibility and IEP documentation. Participation in alternate assessments is determined by the Individualized Education Program (IEP) team as the appropriate assessments for the student to demonstrate their knowledge and skills.

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Links and resources to all of Utah's Alternate Assessments.

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The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah. This webpage provides policies, guidance documents, and other resources to assist IEP, 504, and English Learner teams with selecting, administering, and evaluating accessibility and assistive technology needs, accommodations, and assessment participation.

Jessica Wilhelm
Special Education Assessment Specialist
Phone: (801) 538-7565 | E-mail

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The Utah State Board of Education (USBE) Special Education Services (SES) is required under many federal and state laws to provide support and oversight to Local Education Agencies (LEAs) and Individual Education Program (IEP) teams to implement appropriate accessibility, accommodations, and participation in grade-level instruction and statewide assessments for all students across Utah.

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These guidelines will help IEP teams understand the criteria for determining if a student qualifies to participate in alternate assessments.

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Who is a Student with a significant cognitive disability? TA Document 

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Who is a Student with a significant cognitive disability? TA Document 

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This technical assistance document can assist IEP teams with considerations when determining if the student has a significant cognitive disability.

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This chart outlines all the statewide alternate assessments that are aligned with the statewide general education assessment. Additionally there are links to where those resources are housed for each assessment.

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Each statewide assessment has different ways to access braille for students with visual impairments. Please see below instructions and resources for each assessment.

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Hard braille copies are available for each of these assessments from USBE. These are loaned to a school for use for the given assessments administration window. You can check these braille copies out from Tracy Gooley tracy.gooley@schools.utah.gov

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RISE assessments are adaptive and braille is printed on site under the accommodation Print on Request.
Steps to administering braille:
1. Submit the Braille Accommodation Request Form to Emily Engh (emily.engh@schools.utah.gov) and Jessica Wilhelm (jessica.wilhelm@schools.utah.gov)
2. Check out a USBE embosser from the ERC. Emily will help set this up upon receiving the braille request form.
3. Download the Tiger Designer software that Emily will provide upon receiving the braille request form.
4. Access RISE braille resources for guidance on embossing RISE PRN and BRF files.
5. Practice embossing files through the RISE training tests.

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Braille and Statewide Assessments Training Power Point

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Braille and Statewide Assessments Training Power Point

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Braille Accommodations Resource Guide for RISE and Utah Aspire Plus

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Braille Accommodations Resource Guide for RISE and Utah Aspire Plus

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Here you will find administration steps and links to the various user guides to accessing braille for RISE and Utah Aspire Plus.

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Administering the RISE Braille Accommodation Video

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Administering the RISE Braille Accommodation Video

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Administering the RISE Training Test with Braille Accommodation

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In this edition of Conversations with Tim, Tim speaks with Rosalie Lincoln and Cathy Moses about their work in the Lower Kuskokwim School District in Alaska to preserve and revitalize the Yugtun language.

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.

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WIDA Accessibility and Accommodations Manual

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WIDA Accessibility and Accommodations Manual

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Advantages

Acadience Reading has been trusted by educators for over a decade to help improve student outcomes. When your approach is backed by research, it means less guesswork in the classroom. Acadience assessments are:

standardized

reliable and valid

fast to administer and report

assess core early literacy skills

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Acadience Reading K-6 | Acadience Learning

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Acadience Reading makes it easier to detect K-6 students who are at risk for early reading difficulties to provide timely support and prevention.

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Most accommodations can be handled at the district level, if there is a specific accommodation not embedded with YouScience, please contact USBE. Typically this is braille, print or languages other than English.

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The Utah State Board of Education (USBE) serves special populations as defined by the federal Perkins V: The Strengthening Career and Technical Education for the 21st Century Act.

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IRIS Center - IDEA and Research for Inclusive Settings 

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IRIS Center - IDEA and Research for Inclusive Settings 

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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NCEO Brief: The Basics of Accommodations and Modifications

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NCEO Brief: The Basics of Accommodations and Modifications

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Instructional Accommodations - KU and NCEO Publication

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Instructional Accommodations - KU and NCEO Publication

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IRIS Center - What should teachers know about accommodations for students with disabilities?

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IRIS Center - What should teachers know about accommodations for students with disabilities?

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Page 1: Accommodations

More than ever, school personnel are responsible for providing high-quality instruction to all students. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA) have increased the expectation that students will participate in the general education classroom to the greatest extent possible. More, all students-including those with disabilities-are expected to take part in state and district testing. Despite these heightened expectations, however, students with disabilities often face challenges or barriers that inhibit or restrict their ability to access and demonstrate learning.
Every Student Succeeds Act (ESSA)
Federal education law originally enacted in 1965 as the Elementary and Secondary Education Act (ESEA). This law now mandates the use of academic and behavioral evidence-based practices. When reauthorized in 2001, the act was referred to as the No Child Left Behind Act (NCLB). The Every Student Succeeds Act (ESSA) reauthorized the Elementary and Secondary Education Act in 2015 and went into effect in the 2017-2018 school year.
Individuals with Disabilities Education Act (IDEA)
Name given in 1990 to the Education for All Handicapped Children Act (EHA) and used for all reauthorizations of the law that guarantees students with disabilities the right to a free appropriate public education in the least-restrictive environment.

These barriers to learning can be related to:

How information is presented (e.g., as text, in a lecture)

The manner in which students are asked to respond (e.g., in writing, through speech)

The characteristics of the setting (e.g., the levels of noise and lighting)

The timing and scheduling of instruction (e.g., the time of day, the length of a given assignment)

What is an accommodation?

Teachers can address these barriers and create better access to learning by providing accommodations-that is, adaptations or changes to educational environments and practices designed to help students overcome the challenges presented by their disabilities. Some of these can be relatively simple to address. For example, a student who struggles to hold a pencil because of poor fine-motor skills might require a pencil grip to help her complete written responses. In other instances, though, addressing the barrier can prove to be more complex. A student with a visual impairment who cannot access written materials might need to be provided with braille materials.
adaptation
Allowable change in educational environments or practices (i.e., supports or services) that help students overcome the barriers imposed by a disability and provides them with opportunities to achieve the same outcomes and to obtain the same benefits as students without disabilities. Two types of adaptations are accommodations and modifications.
pencil grip
A simple device that can be placed on a pencil to allow an individual to better hold or grip the instrument or to obtain a proper position for writing.

To better understand how accommodations can address barriers that result from a student's disability, see some examples in the table below.

Visual impairment

Reading printed text

Audio version of text

Large-print materials

Braille materials

Specific learning disability

Decoding text

human reader

An individual who reads text out loud for another person; commonly used as an instructional or testing acccommodation for students who have difficulty deciphering text.

ADHD

Remaining focused

Allow frequent breaks

Mark answers directly in the test booklet instead of on a bubble answer sheet

Orthopedic impairment

Writing out responses (due to inability to hold a pencil)

Permit oral response

Speech-to-text software

With this in mind, it is important to recognize that accommodations do not change students learn but rather how they access learning. More specifically, accommodations:

Do not change the expectations for learning

Do not reduce the requirements of the task

Do not change what the student is required to learn

Teachers should provide accommodations that meet the unique needs of each individual student. Not all students with the same disability or even those who experience the same barrier will benefit from the same accommodation. For example, not all students with visual impairments will benefit from braille materials; some might be better served by enlarged-print or audio books.

Equity Versus Equality

It is a common misconception that accommodations create an unfair advantage for students with disabilities. In truth, the supports offered by accommodations allow students with disabilities to access the same instructional opportunities as students without disabilities, thereby leveling the playing field. When educators use accommodations appropriately, they provide equity-that is, they give each student what he or she needs to successfully complete a given learning task or assignment. By promoting equity, teachers can break down the barriers that interfere with students' opportunities to access learning. With the best of intentions, educators often strive to promote equality -giving every student precisely the same thing. However, by doing so, educators inadvertently limit the opportunities of students with disabilities to access learning. In other words, giving every student precisely the same thing does not ensure fairness or equal opportunity. To better understand the concepts of equality versus equity, view the illustration to the right.

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More than ever, school personnel are responsible for providing high-quality instruction to all students. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA) have increased the expectation that students will participate in the general education classroom to the greatest extent possible.

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Myths and Facts Surrounding Assistive Technology Devices

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Myths and Facts Surrounding Assistive Technology Devices

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Guidance from the US Department of Education

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MYTHS AND FACTS SURROUNDING ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

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Disability Rights Maine (DRM) is the federally mandated protection and advocacy system for Maine, which receives part of its funding from the HHS-Administration for Community Living, DOE-Rehabilitation Services Administration, HHS-Substance Abuse & Mental Health Services Administration - Center for MH services, Social Security Administration, and the State of Maine.

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IRIS Center Accommodations Versus Modifications Activity

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IRIS Center Accommodations Versus Modifications Activity

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IRIS Center Timing and Scheduling Accommodations

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IRIS Center Timing and Scheduling Accommodations

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Accommodations are adaptations or changes to educational environments or practices designed to help students with disabilities to overcome learning barriers presented by their disability. Timing and scheduling accommodations allow for changes to how time is organized. These changes can include giving a student more time to complete a test or assignment, breaking a long assignment into smaller pieces or chunks, and allowing the student to receive instruction or take a test during a particular time of day. These adjustments often reduce students’ frustration and fatigue, thereby allowing them the opportunity to access and demonstrate their learning. Timing and scheduling accommodations provide support that allows students with disabilities to achieve the same instructional goals as students without disabilities, however, keep in mind that timing and scheduling accommodations:

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NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations

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NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations

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Perceptions and

Perspectives on

the Selection and

Implementation of

Accommodations

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NCEO Brief: Suggestions for Involving Students in Selecting and Implementing Accommodations

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NCEO Brief: Suggestions for Involving Students in Selecting and Implementing Accommodations

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How to use accommodations and modifications in the classroom

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How to use accommodations and modifications in the classroom

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Using Accommodations and Modifications in the Classroom: A Teacher’s Guide

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Learn how to use and keep track of accommodations and modifications for students in your class. Explore strategies for implementing classroom accommodations.

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OSERS-Office of Special Education and Rehabilitative Services

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OSERS-Office of Special Education and Rehabilitative Services

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Earlier Spotlight Items

Sign Up for OSERS Newsletters and Listservs

OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources.

OSERS Mission

To improve early childhood, educational, and employment outcomes and raise expectations
for all people with disabilities, their families, their communities, and the nation.

In implementing this mission, OSERS supports programs that help educate children and youth with disabilities and provides for the rehabilitation of youth and adults with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in two main areas-special education and vocational rehabilitation-through its two main components: OSEP andRSA.

OSERS Vision

All Americans with disabilities will live and thrive with their disabilities in their own communities.

Connect to OSERS

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Office of Special Education and Rehabilitative Services (OSERS) - Home Page

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Sign Up for OSERS Newsletters and Listservs OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources. To improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the nation.

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USBE Special Education contact for CTE Exams

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USBE Special Education contact for CTE Exams

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Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

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Assessment to Achievement

What is Assessment to Achievement?

The Assessment to Achievement (A2A) project provides implementation support in using data, creating collaborative structures, and engaging in evidence-based instructional practices to increase student achievement. Using content tailored to schools' needs, the Assessment to Achievement project leverages evidence-based strategies in combination with implementation science to improve student outcomes. School and district teams who participate in this four-year project increase their own expertise in collaboratively analyzing multiple data points and using the analysis to inform instructional and program decisions that positively influence students and schools.

In addition to A2A, Assessment to Achievement Plus (A2A+), launched during the 2021-2022 schoolyear, uses these project objectives to focus specifically on achieving growth for multilingual learners. Participants report looking forward to engaging in professional learning and coaching centering on multilingual learner needs: "A2A+ will provide a structured approach for our school to address the linguistic and academic needs of our multilingual learners at the classroom and grade-level team levels."

Who is Participating?

Since 2015, as many as 100 schools have participated in the program. Cohort 3 began the program during the 2019-2020 school year and will participate through the 2022-2023 school year. Cohort 4 began the program during the 2020-2021 school year and will participate through the 2023-2024 school year. Applications will be available and accepted in the summer of 2022.

Project Impact

Within the Assessment to Achievement and Assessment to Achievement Plus projects, student learning is at the heart of the program.

According to data collected from previous cohorts after three years of participation in A2A, these schools' student proficiency grew to be almost four times higher than non-A2A schools in Utah.

In the current cohorts of A2A schools, we see promising feedback from teachers and administrators. 92% of teacher respondents indicate that their own instruction is more effective as a result of the A2A project, and both school leader and teacher participants report strong levels of agreement that their school now has a culture that prioritizes student growth.

According to one teacher respondent from December 2021, "I am seeing a lot of student growth in math. I am also becoming more comfortable with analyzing data and knowing how to take next steps to help student learning." Some school leaders report high levels of collaboration, data-use, and instructional growth; "Collaboration among teachers, quality classroom instruction, levels of student engagement, and student achievement results have increased as a result of our participation in Assessment to Achievement.".

What are Educators Saying about Assessment to Achievement?

Assessment to Achievement (Full Version) | Assessment to Achievement (Short Version)
YouTube

In addition, across 81 schools and 16 Local Education Agencies (LEAs) completing this 4-year partnership with the Utah State Board of Education (USBE):

86% of teachers reported that their school-based teams are functioning more effectively

92% indicated that their own instruction was more effective

90% of teachers and administrators affirm that they use data more effectively to identify student learning gaps

Data Exchange

The Utah State Board of Education (USBE) Administrative Rules R277-404-9: Requirements for Assessments of Student Achievement - Data Exchanges requires the USBE to provide direction to Local Education Agencies (LEAs) detailing the data exchange requirements for each assessment. This section is intended to give Assessment Directors access to resources, trainings, documentation, and tools in order to manage data for each assessment.

Utah Assessment Rostering Manual

The Utah Assessment Student Rostering Manual addresses the rostering processes that occur between USBE and vendors.

Utah Assessment Student Rostering Manual
Assessment Vendor Data Exchange Timetable
CACTUS Core Codes

The comprehensive core codes are provided for LEAs to insure course codes match the instruction the student is receiving. Using incorrect core codes will prevent statewide assessments from generating.

2023-2024 CACTUS Core Code List

Assessment Core Codes

Core codes are used for course-based rostering of assessments. Course-based assessments include: Assessment of Performance Toward Proficiency in Languages ( AAPPL), Acadience, and Readiness Improvement Success Empowerment ( RISE). To take these assessments, students need to be enrolled in courses that have the appropriate core codes.

Dynamic Learning Maps (DLM)

Students are eligible to take a DLM assessment so long as the student has a 1% flag checked in hisor her active SCRAM file. *Students with a 1% flag are not eligible for other state assessments regardless of core code.

Private, Home School and Bureau of Indian Education (BIE) Student Assessment Rostering

This document provides guidance on the rostering of private, home school or BIE students for the statewide assessments.

Home School, Private School, and Bureau of Indian Education (BIE) School Assessment Rostering

Secure File Transfer Protocol (FTP)
Utah State Board of Education Moveit

Student Enrollment File Format

Comprehansive Core Codes
The comprehensive core codes are provided for LEAs to insure course codes match the instruction the student is receiving. Using the incorrect core code will prevent statewide assessments from generating.

Formative Assessment

What is Formative Assessment?

Utah State Board of Education (USBE) has created a Formative Assessment Toolkit to support educators by increasing their capacity to leverage the formative assessment process to inform personalized instruction and more effectively work with students to build competency. This toolkit will help drive teachers' instruction based on the needs of their students. This is a great resource for classroom educators filled with ideas of how to leverage in the moment student responses to adjust and drive future instruction.
Formative Assessment Process Toolkit
Formative Assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to give teachers and students the opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards. It is often referred to as assessment for learning.

The formative assessment process requires students and teachers to integrate and embed the following key practices in a collaborative and respectful classroom environment:

Clarifying learning goals and success criteria within a broader progression of learning

Eliciting and analyzing evidence of student thinking

Engaging in self-assessment and peer feedback

Providing actionable feedback

Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps

Formative tools are provided to assist with this planned process including the RISE Benchmark modules, RISE Interims, High School Core Benchmarks, Acadience Reading Progress Monitoring, Utah Compose, and Utah Test Item Pool Service (UTIPS).

What is a Learning Progression?

A learning progression is a carefully sequenced set of building blocks composed of the essential skills and knowledge that students must master as part of the path to achieving a learning goal. They are not standards or instructional objectives.

Provide educators a pathway to think carefully about what is required to keep learning moving forward

Serve as the foundation and blueprint for instruction and formative assessment

Describe the stages or levels students move through as their understanding develops, the kinds of tasks that students can perform at each level, and what that performance looks like

Allow educators and students to focus on deep learning

Use multiple measures that focus attention on what students are learning

Increase student motivation and self-regulation with individualized instruction

Creating a Learning Progression Framework
YouTube

Utah Compose

Utah Compose is a formative assessment tool that is provided free of charge to all public school teachers and students in grades 3-12. It is a web-based writing program designed to help Utah public school students in grades 3-12 improve writing through practice, immediate feedback, and guided instructional support.

Educators can assign the pre-packaged prompts that include source material that provides students with the needed textual evidence required in effective writing; or teachers can write and add their own prompts and stimulus material to assign to students.

Prompts and lesson supports are provided in four genres: opinion-argument; informative/explanatory; narrative; and constructive-response/short answer; across multiple content areas. Reports are provided with detailed results that can be used to inform writing instruction across disciplines and to assist students in setting learning goals.

Utah Compose Formative Writing Tool
Measurement Incorporated (MI)

Utah Compose Help Desk

support@utahcompose.com

Utah Test Item Pool Service (UTIPS)

The Utah Test Item Pool Service (UTIPS) is a formative assessment tool provided to all Utah K-12 educators for use in any subject area (e.g. Career and Technical Education (CTE), Social Studies, Health Education, etc.) at any grade level.

Educators can use the UTIPS tool to write their own assessment items to assign to their students in a variety of formats including multiple-choice, multi-select, hot text, matching, and short-answer questions. An equation editor is provided for teachers and students. Automated scoring is available for all item types except writing. Assessments can be shared across classrooms, schools, and across Utah. Reports have been updated and provide detailed results that can be used to inform instruction and to assist students in setting learning goals.

UTIPS was launched in 2011 in a collaborative effort between the Utah State Board of Education and the Utah Education Network (UEN) and includes a Utah educator-created item bank for English Language Arts and Mathematics. The UTIPS item bank was realigned to the 2013 Utah Standards ELA and Mathematics. New items were added to the item bank in 2019 (math) and 2020 (ELA).

UTIPS Help Desk

Students must contact their teacher(s) for UTIPS assistance. No Help Desk assistance is provided to students.

Utah Compose Questions

UTIPS Questions

Assessment to Achievement

New Cohort Beginning Summer 2023 - Apply Now!

We are currently accepting applications from schools to participate in our next cohort of the state's Assessment to Achievement (A2A) project. Within this project, schools receive all expenses paid targeted support related to collaboration, effective data use, and evidence-based instructional practices via professional learning sessions and on-site visits. Space for participation in this upcoming cohort is limited and applications are due by December 31, 2022. For additional information, reach out to Whitney Grant at whitney.grant@schools.utah.gov or Megan Lopez at megan.lopez@schools.utah.gov.

Assessment to Achievement Application
Google Docs

What is Assessment to Achievement?

The Assessment to Achievement (A2A) project provides implementation support in using data, creating collaborative structures, and engaging in evidence-based instructional practices to increase student achievement. Using content tailored to schools' needs, the Assessment to Achievement project leverages evidence-based strategies in combination with implementation science to improve student outcomes. School and district teams who participate in this four-year project increase their own expertise in collaboratively analyzing multiple data points and using the analysis to inform instructional and program decisions that positively influence students and schools.

In addition to A2A, Assessment to Achievement Plus (A2A+), launched during the 2021-2022 schoolyear, uses these project objectives to focus specifically on achieving growth for multilingual learners. Participants report looking forward to engaging in professional learning and coaching centering on multilingual learner needs: "A2A+ will provide a structured approach for our school to address the linguistic and academic needs of our multilingual learners at the classroom and grade-level team levels."

Who is Participating?

Since 2015, as many as 100 schools have participated in the program. Cohort 3 began the program during the 2019-2020 school year and will participate through the 2022-2023 school year. Cohort 4 began the program during the 2020-2021 school year and will participate through the 2023-2024 school year. Applications will be available and accepted in the summer of 2022.

Project Impact

Within the Assessment to Achievement and Assessment to Achievement Plus projects, student learning is at the heart of the program.

According to data collected from previous cohorts after three years of participation in A2A, these schools' student proficiency grew to be almost four times higher than non-A2A schools in Utah.

In the current cohorts of A2A schools, we see promising feedback from teachers and administrators. 92% of teacher respondents indicate that their own instruction is more effective as a result of the A2A project, and both school leader and teacher participants report strong levels of agreement that their school now has a culture that prioritizes student growth.

According to one teacher respondent from December 2021, "I am seeing a lot of student growth in math. I am also becoming more comfortable with analyzing data and knowing how to take next steps to help student learning." Some school leaders report high levels of collaboration, data-use, and instructional growth; "Collaboration among teachers, quality classroom instruction, levels of student engagement, and student achievement results have increased as a result of our participation in Assessment to Achievement.".

What are Educators Saying about Assessment to Achievement?

Assessment to Achievement (Full Version) | Assessment to Achievement (Short Version)
YouTube

In addition, across 81 schools and 16 Local Education Agencies (LEAs) completing this 4-year partnership with the Utah State Board of Education (USBE):

86% of teachers reported that their school-based teams are functioning more effectively

92% indicated that their own instruction was more effective

90% of teachers and administrators affirm that they use data more effectively to identify student learning gaps

Contact

Special Education Services (SES)

Contact

Formative Assessment

What is Formative Assessment?

Formative Assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to give teachers and students the opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards. It is often referred to as assessment for learning.

The formative assessment process requires students and teachers to integrate and embed the following key practices in a collaborative and respectful classroom environment:

Clarifying learning goals and success criteria within a broader progression of learning

Eliciting and analyzing evidence of student thinking

Engaging in self-assessment and peer feedback

Providing actionable feedback

Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or next instructional steps

Formative tools are provided to assist with this planned process including the RISE Benchmark modules, RISE Interims, High School Core Benchmarks, Acadience Reading Progress Monitoring, Utah Compose, and Utah Test Item Pool Service (UTIPS).

What is a Learning Progression?

A learning progression is a carefully sequenced set of building blocks composed of the essential skills and knowledge that students must master as part of the path to achieving a learning goal. They are not standards or instructional objectives.

Provide educators a pathway to think carefully about what is required to keep learning moving forward

Serve as the foundation and blueprint for instruction and formative assessment

Describe the stages or levels students move through as their understanding develops, the kinds of tasks that students can perform at each level, and what that performance looks like

Allow educators and students to focus on deep learning

Use multiple measures that focus attention on what students are learning

Increase student motivation and self-regulation with individualized instruction

Creating a Learning Progression Framework
YouTube

Utah Compose

Utah Compose is a formative assessment tool that is provided free of charge to all public school teachers and students in grades 3-12. It is a web-based writing program designed to help Utah public school students in grades 3-12 improve writing through practice, immediate feedback, and guided instructional support.

Educators can assign the pre-packaged prompts that include source material that provides students with the needed textual evidence required in effective writing; or teachers can write and add their own prompts and stimulus material to assign to students.

Prompts and lesson supports are provided in four genres: opinion-argument; informative/explanatory; narrative; and constructive-response/short answer; across multiple content areas. Reports are provided with detailed results that can be used to inform writing instruction across disciplines and to assist students in setting learning goals.

Utah Compose Formative Writing Tool
Measurement Incorporated (MI)

Utah Compose Help Desk

support@utahcompose.com

Utah Test Item Pool Service (UTIPS)

The Utah Test Item Pool Service (UTIPS) is a formative assessment tool provided to all Utah K-12 educators for use in any subject area (e.g. Career and Technical Education (CTE), Social Studies, Health Education, etc.) at any grade level.

Educators can use the UTIPS tool to write their own assessment items to assign to their students in a variety of formats including multiple-choice, multi-select, hot text, matching, and short-answer questions. An equation editor is provided for teachers and students. Automated scoring is available for all item types except writing. Assessments can be shared across classrooms, schools, and across Utah. Reports have been updated and provide detailed results that can be used to inform instruction and to assist students in setting learning goals.

UTIPS was launched in 2011 in a collaborative effort between the Utah State Board of Education and the Utah Education Network (UEN) and includes a Utah educator-created item bank for English Language Arts and Mathematics. The UTIPS item bank was realigned to the 2013 Utah Standards ELA and Mathematics. New items were added to the item bank in 2019 (math) and 2020 (ELA).

UTIPS Help Desk
utipshelp@schools.utah.gov

Students must contact their teacher(s) for UTIPS assistance. No Help Desk assistance is provided to students.

Contact

Assessment Literacy

Information coming soon.

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The Assessment to Achievement (A2A) project provides implementation support in using data, creating collaborative structures, and engaging in evidence-based instructional practices to increase student achievement. Using content tailored to schools' needs, the Assessment to Achievement project leverages evidence-based strategies in combination with implementation science to improve student outcomes.

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Utah Compose: Formative Writing Tools For Utah

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Utah Compose: Formative Writing Tools For Utah

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Recently, a group of dairy workers won a court battle and were awarded overtime pay due solely to the fact that their overtime guidelines did not include an Oxford comma. The workers wanted overtime for distribution of goods from the dairy. The guidelines governing what was NOT eligible for overtime pay read, in part: Full article...

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UTIPS is a formative assessment tool provided to all Utah K-12 educators for use in any subject area (e.g. Career and Technical Education (CTE), Social Studies, Health Education, etc.) at any grade level. you can find your District/Charter School specific link here https://docs.google.com/document/d/1H-tLBGVlDiULJwvw1KvdkmhAqNRYadQtQOFJRGAGmmY/edit?tab=t.0

Educators can use the UTIPS tool to write their own assessment items to assign to their students in a variety of formats including multiple-choice, multi-select, hot text, matching, and short-answer questions. An equation editor is provided for teachers and students. Automated scoring is available for all item types except writing. Assessments can be shared across classrooms, schools, and across Utah. Reports have been updated and provide detailed results that can be used to inform instruction and to assist students in setting learning goals.

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As of fall 2016, UTIPS is syncing classes and students with the information from each district’s Student Information System (Aspire, PowerSchool, Skyward, etc.) In order for teacher accounts to sync students and classes, the teacher CACTUS ID number must be added to the teacher account. This can be done manually or with an upload to an entire district or school.

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Resource Library Recursos en español WIDA Store

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2023-24 Testing Windows
Instructionally Embedded: 9/11/23-2/23/24
Spring: 3/11/24-6/7/24
Required Test Administrator Training
The 2023-2024 training will become available via the Training tab in Educator Portal according to your state's scheduled training date. Refer to the Guide to DLM Required Test Administrator Training for instructions on accessing and completing the training. Facilitators should refer to the Facilitator Guide to DLM Required Test Administrator Training.

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DLM online assessments are for students with significant cognitive disabilities for whom general state assessments are not appropriate, even with accommodations

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Instructional Resources for Students with Significant Cognitive Disabilities Padlet

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Instructional Resources for Students with Significant Cognitive Disabilities Padlet

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Significant Cognitive Disability and Alternate Assessments Power Point

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Significant Cognitive Disability and Alternate Assessments Power Point

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Alternate Assessments and Students with Significant Cogntive Disability

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Science Formative Assessments and Core Guides

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Science Formative Assessments and Core Guides

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The USBE Science Formative Assessments are located on the Science Core Guides. Click on the Core Guides tab.

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USBE’s Science Webpage with details about state science standards, endorsement information, and science teaching resources.

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6-8 Major Work of the Grade Formative Assessment Clusters

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6-8 Major Work of the Grade Formative Assessment Clusters

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Mathematics in Utah challenges each student to develop and extend mathematical proficiency and literacy through:

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Assessment Literacy Canvas Course: Self Directed

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Assessment Literacy Canvas Course: Self Directed

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Assessment Literacy for Facilitators Canvas Course: Resources for those who are facilitating the modules

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Assessment Literacy for Facilitators Canvas Course: Resources for those who are facilitating the modules

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Enroll in Assessment Literacy For Facilitators

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Advantages

Acadience Math is comprised of measures of early numeracy, computation, and problem-solving that function as indicators of the essential skills that every child must master in order to become proficient in mathematics.
Acadience Math assessments are:

standardized

reliable and valid

fast to administer and report

aligned with Common Core State Standards in mathematics

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Acadience Math Assessments (For K - 6) | Acadience Learning

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Acadience Math was designed to track mathematics skills for students in grades K - 6 as accurately and easily as you track reading skills.

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This user guide provides instructions on how to use TIDE.

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Utah Aspire Plus Test Administration Manual 

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Utah Aspire Plus Test Administration Manual 

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Testing Accommodations | Avant Assessment

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Read Avant Assessment’s accommodations policy and how it complies with Federal, State, and local accommodations rules as closely as possible.

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USBE Special Education Contact for AP exams

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USBE Special Education Contact for AP exams

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Jessica Wilhelm

jessica.wilhelm@schools.utah.gov

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College Board considers all requests for accommodations needed by students with documented disabilities. Read about some of the accommodations we provide.

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OCALI and the Assistive Technology & Accessible Educational Materials (AT&AEM) Center Resources

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OCALI and the Assistive Technology & Accessible Educational Materials (AT&AEM) Center Resources