- WY–TOPP/WY–ALT Guidance for Accessibility and Accommodations
- At-A-Glance Assessment Supports and Accommodations
- 2023-2024 Accessibility & Accommodations Manual-ACCESS for ELLs and WIDA Screener
- Exceptional Accommodations Request
Types of Support
WY-TOPP and WY-ALT have three types of support:
- Universal Tools are available for all students,
- Designated Supports are available when need is documented by a school-based intervention team, which may include the parent/guardian who is familiar with the student,
- Accommodations are available when student need is documented in an Individualized Education Plan (IEP) or 504 Plan. These students may also use designated supports and universal tools.
Supports are divided into two types: 1) embedded features; and 2) non-embedded features. Embedded features are those that are available as part of the technology platform. Non-embedded features are not part of the technology platform. Test Administrators must provide non-embedded features locally to individual students.
A relatively small number of students will require additional features for their individual needs (e.g., using an audio device or enabling text-to-speech for the mathematics assessments). Providing too many tools on-screen might distract some students. Therefore, designated features must be selected ahead of time by a school-based team and based on the individual needs and preferences of the student. Documentation of team decisions should be kept at the school/district level.
Students must practice using these features and understand when and how to use them. Students may decide whether or not to use a pre-selected support without any consequence to the student, school, or district.
Accommodations are changes in procedures or materials that increase equitable access during the assessments. Accommodations all yield valid scores that count as participation in assessments that meet the requirements of ESSA when used in a manner consistent with the Guidance document. They allow these students to demonstrate knowledge. They do not give these students an advantage over their peers. Allowable accommodations that students use and practice both in instruction and on state assessments are written in the IEP. Educators may request an Exceptional Accommodation through SAER.
An exceptional accommodation is provided to students whose IEP or 504 Plan indicates that a student needs supports that are not already addressed in the WDE’s WY–TOPP/WY–ALT Guidance for Accessibility and Accommodations and WIDA’s 2023-2024 Accessibility & Accommodations Manual-ACCESS for ELLs and WIDA Screener. Exceptional Accommodations are not behavioral supports. Behavioral supports do not change the construct of the assessment, therefore, do not require approval by the Wyoming Department of Education. After an IEP team or 504 Plan team determines that a student needs an exceptional accommodation, Building and District Coordinators may submit a request through the exceptional accommodations request link above. For example, a student who has had a physical injury (e.g., broken hand or arm) that impairs their ability to use a computer on a 504 plan. This student may use the speech-to-text or the scribe accommodations (if they have had sufficient experience with the use of these). Or another example is a student who is Deaf may need an Exceptional Accommodation on the Listening Portion of the ACCESS for ELLs test.
Exceptional Accommodation Requests are good through June 30 of each school year and must be updated annually. Information needed for the request is the student WISER ID, accommodations considered and accessibility issues, what the specialized accommodation is and why it is needed, how long the student has used this accommodation, and name and position of the submitter. Multiple specialized accommodations, per student, can be submitted in one request.