When determining assessment accommodations for state tests, which source should guide the decisions?

• A. Based on the IEP, approved accommodations listed, and state guidelines.
• B. School-wide policy alone.
• C. Grade-level performance standards only.
• D. Student's grade in the subject.

Answer: (A)

Decisions about state-test accommodations should come from the student’s IEP, the accommodations that have been approved for state assessments, and the state's guidelines. The IEP spells out the supports the student needs to access the test and show their learning, such as extra time, alternate formats, a reader or scribe, or a quiet setting. State guidelines specify exactly which accommodations are permitted on the state exam and any limits, ensuring compliance and fairness. Relying on a school-wide policy or on grade-level performance standards alone can miss the individual needs or exceed what’s allowed on the state test, and the student’s grade in a subject doesn’t determine accommodations. So the correct approach is to base decisions on the IEP, the approved accommodations for state use, and the state guidelines.