Transcript Slide 1

Test Coordinator Training
Spring 2015
Accommodations
Accommodations
• Accommodations
and accessibility features are
intended to remove a barrier for students with
disabilities, English learners, or students with
learning preferences to produce a valid
assessment score for a student.
• Students must have used accessibility features
and accommodations in daily instruction prior to
use on standardized assessments.
• Maintain records of testing accessibility features
and accommodations administered.
•
Accountability testing
cannot be waived.
Exception:
Medical Exemption
Does NOT count against
school in A – F
School Grading
EL Waiver
Allows
testing in
Spanish
(only needed
for 4th and 5th
years in US
schools)
ELs New to U.S.
• First Year In U.S. Only:
– Language exemption in Language Arts
– Language-proficiency test (W-APT) and
ACCESS substitutes for participation in
Reading
– Must take math and other subjects
– Scores DO NOT count towards school grades
ELs: First 3 Years in U. S. Schools
• Students may take
assessments in
Spanish.
• PARCC Math
• SBA Science
• SBA Spanish
Language Arts
th
4
&
th
5
Years in U.S. Schools
• Students participate in English language version of
assessments.
• Waiver allows students to continue assessing in native
language for 2 additional years.
• Waiver is only good for one year. Must be resubmitted
for a maximum of 2 submissions per student.
• Waiver must be submitted to PED by specified date.
All EL Students
• May use EL accommodations on all
assessments.
• These differ from SWD accommodations.
• See specific manuals.
Best Practices (“Administrative Considerations”)
May Be Used On ALL Assessments
• All students may use Test Administration Best
Practices if individually determined by the
Student Assistance Team (SAT).
• May be added to SAT Plan during/after testing.
Testing Best Practices
• Additional time between
sessions
• Face student during test
administration
• Group students by testing
accommodation
• Multiple and frequent breaks
• Extended administration time
• Test during certain time of day
Testing Best Practice
• Preferential seating
• Schedule additional time between
sessions
• Test individually
• Test in location with minimal
distraction
• Test in small group (fewer than 10)
• Visual, verbal, or tactile reminders
to stay on task
• Specialized Equipment or Furniture
For All Best Practices, Accommodations,
and Accessibility Features:
• Students must have used accommodations in
daily instruction prior to use on standardized
assessments.
• Train TAs and Proctors on administration of
accommodations.
• Maintain records of testing accommodations
administered.
Accommodations
Coded accommodations are allowed for students
with IEPs, 504 Plans, or current EL status.
• Accommodations are intended to remove a barrier so
students have equal access to the test.
• Accommodations do NOT change the constructs being
assessed.
Accommodations
•TAs must administer
accommodations to
small groups.
• EAs and IAs may
administer
accommodations one on
one, except scribing
(must be done by TA).
CBT Accommodations
Most Accommodations are
compatible with CBT administration.
CBT Accommodations
• A student in a grade taking the CBT may take PBT
if s/he
• has a disorder that prohibits effective computer use
• recently entered the school and lacks computer
experience/familiarity
• requires assistive technology that is not compatible with
the testing platform
• receives the Read Aloud accommodation and the student
prefers not to use text-to-speech.
• is testing off campus.
Accommodations Manuals
1. PED Accommodations Manual
– SBA
– EoCs
2. PARCC Accommodations and Accessibility
Features Manual
3. ACCESS for ELLs Accommodations (on
website)
4. NCSC/NMAPA (in TAMs)
PED Accommodations Manual
http://www.ped.state.nm.us/AssessmentAccountability/Assessment
Evaluation/index.html
SBA (coded)
EoCs (in student file)
Biogrid Codes
• Biogrid codes for all
accommodations
• For computer based SBA
test enter the codes in
iServices
(See Accommodations Manual)
Accommodations for SWD
•
Braille Version
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Large Print
Signing of Test
Read Aloud Test Items
Read Aloud to Self
Assist Tech-Presentation
Color Overlays
Math Manipulatives
Manipulating Materials
Blank Graphic Organizer
Scribe-Selected Response
Scribe-Constructed Response
Assist Tech-Response
Audio Record Responses
PED-Approved Accommodation
CBT SWD Accommodations
•
•
•
•
•
•
•
•
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Signing of Test
Read Aloud
Read Aloud to Self (requires individual setting)
Assist-Tech
Math Manipulatives
Manipulating Test Materials
Blank Graphic Organizer
Scribe
Audio Recording Responses (requires indiv. setting)
Accommodations for ELs
• Read Aloud in English
• Picture Dictionary
• Spanish Language Version
• Customized Dual Language Glossary
• Commercial Word-To-Word Dictionary
• Pocket Word-To-Word Translator
• Read-Aloud Test Directions in Spanish
• Read-Aloud Test Items in Spanish
• PED-Approved Accommodation
CBT EL Accommodations
•
•
•
•
•
Read Aloud
Picture Dictionary
Spanish Test Version
Dual Language Glossary
Pocket-to-Word
Translator
• Read-Aloud in Spanish
CBT Read Aloud
iTester has a text-to-speech function
1. Assign the Read-Aloud accommodation to student in the
DAS.
2. Give student headphones.
3. Alter volume setting on computer to appropriate level.
4. Student may test in the traditional classroom.
•
BE SURE THAT STUDENTS PRACTICE THE TEXT-TO-SPEECH
FEATURE IN ITEST (WITH HEADPHONES) PRIOR TO TESTING.
iTester Features
Available to all students
1. “Text Appearance”
tools to change color
schemes
2. Enlarge font (to 22
point)
Accommodations on EoCs
EoCs are divided into two groups:
1. EoCs used as ADCs (for HS graduation)
2. Other EoCs (generally used for EES)
Accommodations on EoCs
1. EoCs used as ADCs: Students may only use the
coded accommodations permissible for
standardized testing.
2. Other EoCs: Students may use instructional
accommodations.
3. ALL accommodations must be documented in a
student’s IEP, 504 Plan, or SAT Plan.
PARCC Accommodations and
Accessibility Features Manual
http://parcconline.org/parcc-accessibility-features-andaccommodations-manual
PARCC Field Test Accessibility Features and
Accommodations Overview Document
Available on PARCC website.
http://parcconline.org/sites/parc
c/files/Overview%20%20Accessibility%20Features%2
0and%20Accommodations%20fo
r%20Field%20Test%20March%20
2014.pdf
Student Exposure and Practice
Opportunities
PARCC Website
provides tutorials,
sample items, and
practice tests that
teachers can use in
the classroom to
provide student
exposure to test
items and
accessibility
features
throughout the
school year.
PARCC Comprehensive Accessibility
Policies
Features for All
Students*
Accessibility
Features*
Identified in advance
*Available to all
participating students
Accommodations
**
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**For students with
disabilities, English learners,
and English learners with
disabilities
What’s Included in the Manual
• Section 1: Overview of PARCC Assessment
• Section 2: Accessibility Features for All Students
– Automatic (embedded in platform or offered by TA)
– Identified in Advance
• Section 3: Accommodations
– Students with Disabilities
– English Learners
• Section 4: Decision-Making Process for Selecting
Using, and Evaluating Accessibility Features and
Accommodations
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What’s Included in the Manual
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Accessibility Features for All Students
• Embedded in platform or provided by TA. Provided onscreen, stored
in a toolbar, or are accessible through a menu or control panel, as
needed.
• Tool, support, scaffold, or preference that is built into the assessment
system that can be used by any student, at his or her own discretion.
• Universal Design features expected to benefit a diverse array of
students and are available to all students.
• During the assessment, students can choose which accessibility
features they need for specific items. Examples include: audio
amplification, highlighting, pop-up glossary, etc.
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Accessibility Features for All Students
Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test administrator)
Highlight Tool
Headphones
General Masking
Line Reader Tool
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Writing Tools
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Accessibility Features Identified in
Advance
Recent research suggests that providing too many
tools onscreen may lead to ineffective use of the tools
provided and/or an impact on a student’s test
performance.
Higgins, J., Fedorchak, G., & Katz, M. (2012). Assignment of Accessibility Tools for Digitally
Delivered Assessments: Key Findings. White Paper for Enhanced Assessment Grant #
S368A100008.
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Accessibility Features Identified in
Advance
• Available to all students (i.e., not limited to students with
IEPs, 504 plans, or English learners), but will be selected and
“turned on” by school-based educators prior to the
assessment, based on each student’s Personal Needs Profile
(PNP).
• Based on each student’s individual needs, a PNP is created for
the student to ensure that he or she receives appropriate
access without the distraction of other tools and features that
are not required by the student.
• The student will decide whether or not to use the feature.
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Accessibility Features Identified in
Advance
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
Text-to-Speech for the Math Assessments
Human Reader or Signer for Math Assessments
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A Note About Text-to-Speech for Mathematics
Assessments Accessibility Feature
• Available to ALL students
• Should be a small percentage of students
• Should be part of daily instruction, not done for the first time
during testing.
• Text-to-speech on the computer based platform with the use of
headphones is the best option.
• PARCC provides Appendix J: Mathematics Audio Guidelines.
• A max. of approximately 5% of students should have this
accessibility feature. Some districts may have slightly higher
counts.
Accommodations for Students
with Disabilities
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Accommodations for SWD
Content Area
ELA/Literacy
Presentation Accommodations
Text-to-Speech or Video of a Human Interpreter for the ELA/Literacy
Assessments, including items, response options, and passages*
Braille Edition of ELA/Literacy Assessments
(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Mathematics
Closed-Captioning of Multimedia Passages on the ELA/Literacy
Assessments
Descriptive Video
Video of a Human Interpreter for the Mathematics Assessments for a
Student Who is Deaf or Hard of Hearing
Braille Edition of Mathematics Assessments
(Hard-copy braille tests for Mathematics)
Both Content
Areas
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Additional Assistive Technology
Tactile Graphics
Video of a Human Interpreter for Test Directions for a Student Who is
Deaf or Hard of Hearing
Paper-and-Pencil Edition
Presentation Accommodations Guidance
Text-to Speech for ELA Items:
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Presentation Accommodations Guidance
Text to Speech for ELA items:
• ELA items cannot be separated into reading versus language,
the accommodation impacts the entire ELA section.
• PARCC indicates this should be available to only 1-1.5% of
students and this accommodation will be reported and
monitored.
• This accommodation should be implemented throughout the
school year, not just on the assessment.
• PARCC provides two documents for the human reader option
for this accommodation: an extensive manual Appendix I: ELA
Audio Guidelines, and an administration protocol in Appendix
B.
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Presentation Accommodations Guidance
Text to Speech for ELA items:
• Guiding Document
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Response Accommodations
Content Area
ELA/Literacy
Mathematics
Both Content
Areas
Response Accommodations
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for constructed responses on the English Language Arts/Literacy
Assessments*
Word prediction on the ELA/Literacy Performance-Based
Assessment*
Calculation Device and Mathematics Tools*
(on Non-calculator Sessions of Mathematics Assessments)
Additional Assistive Technology
(Guidelines available fall 2013)
Braille note-taker
Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing)
for the Mathematics assessments, and for selected response items
on the English Language Arts/Literacy assessments
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* See notes below
Response Accommodations Guidance
• Speech to text or scribing guidelines and protocol in
Appendix C: Protocol for the Use of the Scribe
• May not be needed as much if technology is used in
the classroom.
• The use of an outside assistive technology device is
also addressed in Appendix C
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* See notes below
Response Accommodations Guidance
Some guidance on deciding the use of a calculator in the manual on page 38.
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* See notes below
Other Proposed Accommodations for
Students with Disabilities
Category
Accommodation
Timing & Scheduling Extended Time
Setting
Many settings that were once considered accommodations
are now consider accessibility features for all students and
will be included in the test administrator manual. These
include – separate location, small group testing, specified
area or seating, time of day, and frequent breaks.
Appendix E: Guidance for Selecting and
Administering the Extended Time Accommodation.
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Unique/Emergency Accommodations
• A small number of students may require additional
accommodations either because they are not listed in the
PARCC manual, or they do not have an IEP or 504 plan but
require an accommodation as a result of a recently-occurring
accident or illness.
• Allowed if permitted by PED.
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Accommodations for English Learners
Word to Word Dictionary
Speech-to-Text
Human Scribe
Directions Read Aloud in Native Language
Directions Clarified in Native Language
Spanish Translation of Math
Text-to-Speech in Spanish
Human Reader or Signer in Spanish
NOTE: THE SPANISH LANGUAGE ARTS ASSESSMENT FOR ENGLISH LEARNERS
REMAINS THE SBA FROM MEASURED PROGRESS (GRADES 3-8, 10, 11)
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PARCC Accommodations Manual:
http://www.parcconline.org/sites/parcc/files/parcc-accessibilityfeatures-accommodations-manual-11-14_final.pdf
PARCC Accommodations Manual:
PARCC Accommodations Overview:
http://parcconline.org/sites/parcc/files/Overview%20%20Accessibility%20Features%20and%20Accommodations%20for%20
Field%20Test%20March%202014.pdf
PARCC Accommodations and Accessibility Features Documentation
Form:
http://www.parcconline.org/sites/parcc/files/PARCC%20Field%20Test
%20Accessibility%20Features%20and%20Accommodation%20Docume
ntation%20Form%20%28Optional%29.pdf
Personal Needs Profile
(PNP)
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Personal Needs Profile
The Personal Needs Profile (PNP) is a collection of student
information regarding a student’s testing condition, materials, or
accessibility features and accommodations that are needed to take
a PARCC assessment.
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What Student Information is Collected
and Where
1. Paper-based accommodated forms that
required advance shipping (via Student
Registration File).
2. Collected via PNP File Layout/User Interface:
– Embedded Accessibility features, identified in
advance, that need to be enabled
– Embedded Accommodations that need to be
enabled
– Externally-provided accessibility features and
accommodations
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Personal Needs Profile Import –
Important Notes
• Students must be registered prior to loading PNP data. PNP data is matched to
existing student registrations.
• Separate PNP files must be loaded for PBA and again for EOY (for schools
participating in Spring administration, all students must take both the PBA and
EOY).
• Separate PNP records must be loaded for each student for ELA and Math.
• PNP data can be uploaded, provided, and updated up to the day prior to the
beginning of Test Administration. However, it must be completed prior to Proctor
Caching so the appropriate content can be provided for each student.
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Personal Needs Profile Import –
Selecting Students
• Basic PNP data exists for all students. However, only data for students
requiring accessibility features that need to be identified in advance or
accommodations need to be submitted into PearsonAccessnext for each
administration.
• Any paper based accessibility feature or accommodation which requires
materials to be shipped need to be requested via the interface or the
Student Registration File import by January 9, 2015. These include:
Paper Tests, Large Print, Braille with Tactile Graphics, Human Reader or
Human Signer for ELA/L Kits, and Spanish Paper Mathematics
Assessments).
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Personal Needs Profile Import – Options
There are two main methods for creating a
Personal Needs Profile File and uploading the
data:
1. PNP File Layout
2. User Interface
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Personal Needs Profile Import
To begin creating your Personal Needs Profile File, go to
nm.pearsonaccessnext.com
• Login using your PearsonAccessnext account.
• Click on SupportDocumentation and locate the Personal
Needs Profile File Field Definitions Document.
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Personal Needs Profile Import
To prepare your Personal Needs Profile File, use the Personal Needs Profile
Field Definitions as your guide. Download the file from PearsonAccessnext
(SupportDocumentation).
From left to right, you will see the following fields:
• Column Letter - corresponds to the .csv file layout.
• Field Name - provides the name of each element.
• Required? Y/N - indicates whether each field is required.
• Field Length - outlines the maximum number of characters allowed in
each field.
• PARCC Definitions and Notes - these are PARCC-specific definitions and
notes.
• Expected Values - describes which characters are allowed in the field.
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Personal Needs Profile File
Layout
• The PNP File Layout contains multiple fields that may require
leading zeroes, such as the Responsible District Identifier.
• If you use Microsoft Excel, it is recommended that you save a
source file as an Excel Spreadsheet to keep formatting (leading
zeros). Prior to each upload attempt, save data file as an Excel
spreadsheet. Then save again as a .csv file. If you encounter an
error, make the updates in the source Excel spreadsheet and save,
then save again as a .csv file. Repeat as necessary.
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Personal Needs Profile
File Layout
• Columns A through M are the same as the Student Registration File.
• A – State Abbreviation
• B – Testing District
• C – Testing School
• D – State Student Identifier
• E – Local Student Identifier
• F – PARCC Student ID
• G – Last or Surname
• H – First Name
• I – Middle Name
• J – Birthdate
• K – Sex
• L – Test Code
• M – Format
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PNP File Layout
Columns N through S are used to specify administration considerations
for the student.
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PNP File Layout
Columns T through W are used to specify accessibility features
identified in advance. These accessibility features are available to
all students and are not limited to students with an IEP, 504 plan or
to English Learners.
• Column T: Answer Masking (enter Y or Blank)
• Column U: Color Contrast (enter specific colors for font and
background)
• Column V: Text-to-Speech for Mathematics (enter Y or Blank)
• Column W: : Human Reader or Human Signer for
Mathematics (enter HumanReadAloud , HumanSigner or
Blank)
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PNP File Layout
Columns X through AD are used to specify presentation
accommodations identified in advance. These
accommodations are limited to students with an IEP, or 504
plan. Column X: ASL Video (enter Y or Blank)
Column Y: Screen Reader OR other Assistive Technology (AT) Application (enter
Y or Blank)
Column Z: Closed Captioning for ELA/L (enter Y or Blank)
In Column AA: Human Reader or Human Signer for ELA/L (enter
HumanReadAloud , HumanSigner or Blank)
Column AB: Refreshable Braille Display for ELA/L (enter Y or Blank)
Tactile Graphics may be required to support the use of this accommodation. An
additional order needs to be placed in order for tactile graphics to be shipped for a
computer-based test.
Column AC: Tactile Graphics
An Additional Order needs to be placed in order for tactile graphics to be shipped for
an computer-based test
Column AD: Text-to-Speech for ELA/L (enter Y or Blank)
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PNP File Layout
Columns AE through AL are used to specify response
accommodations for students with an IEP or 504 Plan. (Enter Y or
Blank, except where indicated.)
•
•
•
•
•
•
Column AE: Answers Recorded in Test Book
Column AF: Braille Response (enter BrailleWriter or BrailleNotetaker )
Column AG: Calculation Device and Mathematics Tools
Column AH: ELA/L Constructed Response
Column AI: ELA/L Selected Response or Technology Enhanced Items
Column AJ: Mathematics Response
• For columns AH, AI and AJ, enter SpeechToText, HumanScribe,
HumanSigner, or ExternalATDevice
• Column AK: Monitor Test Response
• Column AL: Word Prediction
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PNP File Layout
Columns AM through AR are used to specify accommodations for
English learners. See field definitions for the following
accommodations:
• General Administration Directions Clarified in the student’s Native Language
• General Administration Directions Read Aloud and Repeated as Needed in the
student’s Native Language (by test administrator)
• Mathematics Response - EL
• Translation of the Mathematics Assessment in Text-to-Speech
• Translation of the Mathematics Assessment Online
• Word to Word Dictionary (English/Native Language)
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PNP File Layout
Column AS is used to specify extended time for English learners
and students with disabilities.
• In Column AS, enter EL, IEP504, or Both if the student requires the
accommodation: Extended Time.
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PNP File Layout
• In Column AT, insert Y in every student record. This indicates the
end of the record. If this field is left blank, the file will cause an
error and not process.
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Helpful Hints
Now that we have walked through the file layout, populate the
Personal Needs Profile (PNP) Layout with the required student
data. Use the Personal Needs Profile Field Definitions as a
reference to ensure all required fields have been populated.
Helpful Hints!
1. Verify all required fields are populated.
• The header row is required.
2. Save file in CSV file format.
3. Log into PearsonAccessnext to import your file.
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Import Your File
Processing Issues:
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Import Your File
After the file processes, the View File Details screen will show a
Complete message, and the number of successful records processed
will be indicated. The
number of error records processed will also be indicated.
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Import Your File
Utilize the Errors section to resolve issues with the file.
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PNP Export
Student Registration Matching
The import process for PNP must match on existing student test
registrations. Columns A through M must match exactly to student
registrations that are currently in PearsonAccessnext.
1. Use PNP Export Process to extract current student registration
data.
2. Use the exported file to apply your PNP changes.
3. Import the new file to apply the changes to PearsonAccessnext.
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PNP in PearsonAccessnext
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PNP in PearsonAccessnext
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PNP in PearsonAccessnext
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PNP in PearsonAccessnext
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PNP in PearsonAccessnext
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PNP in PearsonAccessnext
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Important Notes
We just covered importing the Personal Needs Profile (PNP)
student data to PearsonAccessnext through a system file.
Note: A Personal Needs Profile (PNP) File does not need to be
entered for every student, only those requiring accessibility
features identified in advance or accommodations. If a student
needs a PNP file created, a file must be entered for PBA and
again for EOY (for schools participating in Spring administration,
all students must take both the PBA and EOY).
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Support
Contact PARCC Support for assistance with:

Navigating PearsonAccessnext

Accessing resources

Navigating the Training Center

Setting up proctor caching

Managing Student Registration Data

Submitting additional orders

Setting up test units

Inquiring about shipments

Managing user IDs and passwords

Managing PNP Data
Online Support and Resources: http://parcc.pearson.com/support
Call Toll Free: 1-888-493-9888 (5:00 am – 7:00 pm CT, Mon. –Fri.)
Email: [email protected]
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Support
Contact your District Test Coordinator or PED for assistance with:

Specific State Policies regarding use of PARCC Accommodations

Unusual circumstances on test days

Violations of test security
Refer to the PARCC Accessibility Features and Accommodations
manual for additional guidance on the range of available
accessibility features and accommodations.
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Questions about
Accommodations?
PARCC Procedures and [email protected]
Accommodations
NCSC, NMAPA, PARCC [email protected]
Accommodations
PearsonAccess Next [email protected]
and the PNP
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