Accessibility Resources
Accessibility Resources
This web page has been created to provide school districts with information on supporting students in meaningful participation in the statewide assessments. The purpose of accessibility is to eliminate the effects of student barriers that prevent them from demonstrating what they know and can do. All students can work toward grade-level academic content standards via differentiation and appropriately selected supports and/or accommodations. Online test delivery systems must be properly configured each year to reflect students’ test setting needs for tools, supports, and/or accommodations as required in the educational plan before administering statewide assessments. There are three types of student test settings, and these need to be turned on locally at the district level in order for a student to have access to them during testing.
- Universal tools are available to all students who can benefit from them.
- Designated supports can be turned on as determined by the student’s educational team and do not require an IEP or 504 Plan.
- Accommodations can only be turned on if a student has an IEP or 504 Plan and the plan indicates that accommodation. For more information on accessibility and student needs, read the Montana’s Three Tiers of Accessibility Manual .
The policies and procedures specific to each testing program for accessibility and accommodations are referenced below and can be accessed by the document links.
- Montana Aligned to Standards Through-Year is the general math and reading/language arts assessment for academic achievement reporting in Grades 3–8.
- ACT with Writing (ACT) is the general math, reading/language arts, and science assessment for academic achievement reporting in Grade 11.
- DLM Alternate ELA/Math Assessment (DLM ELA/math) is the alternate math and reading/language arts assessment for academic achievement reporting in Grades 3–8 and 11 for students with significant cognitive disabilities.
- Montana Science Assessment (MSA) is the general science assessment for academic achievement reporting in Grades 5 and 8.
- DLM Alternate Science Assessment (DLM Science) is the alternate science assessment for academic achievement reporting in Grades 5, 8, and 11 for students with significant cognitive disabilities.
- WIDA ACCESS and Alternate ACCESS (Alt ACCESS) are the English language proficiency assessments for academic achievement reporting for English Learners (EL) in Grades K–12.
ACT Accessibility Supports Guide
ACT Quick Start Guide for Requesting Accommodations and/or EL Supports (Note: For statewide assessments, refer to the right column of the guide “Resources for State and District Testing.”)
ACT Policy for Requesting Accommodations for the ACT Test – ACT’s policy guide for requesting accommodations on the ACT with Writing.
ACT Test Accessibility and Accommodations System (TAA) User Guide
Additional ACT State and District Testing Accommodations and English Learner Supports Resources
ACT Accommodations & English Learner Supports
What You Need to Know about EL Supports for the ACT Test (English)
What You Need to Know about EL Supports for the ACT Test (Spanish)
Montana ACT Page – See Section 3 for accommodations resources and documents.
OPI ACT Page – General information about the ACT; this site also has an accessibility and accommodations page with key accessibility resources, documents, and links.
English Learner Supports Infographic – A visual overview of EL supports for ACT.
Quick Start Guide to Requesting Accommodations and Supports – Information about how to request accommodations for use on the ACT with Writing.
Late Consideration Request Form – For use when a new student enrolls after the accommodations request deadline, or when a student’s IEP/504 Plan changes after the initial deadline.
Confidentiality and Student Privacy Information: The Technical Assistance on Student Privacy for State and Local Education Agencies When Administering College Admissions Examinations document covers information that will help Local Education Agencies (LEAs) meet obligations under the Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), and the Protection of Pupil Rights Amendment (PPRA) in relation to the administration of college entrance examinations like the ACT.
Test Administration Manual (includes accommodations information) – The Test Administration Manual (TAM) serves as an extensive guide to navigation and understanding of the assessment(s). The TAM includes an introduction to Dynamic Learning Maps (DLM), the system, and the testlets, followed by information on the assessment and systems, including preparation guidance, screenshots, navigation, and best-practice administration procedures.
Alternate Assessment Eligibility Guidelines – The eligibility guidelines explain the OPI’s policies and procedures for assessing students with significant cognitive disabilities (SwSCDs) using Montana’s Alternate Assessments and are designed to assist IEP teams in decision-making around participation needs for the alternate statewide assessments. The guidelines are reviewed annually and updated as needed.
The Montana Science Assessment (MSA) Usability, Accessibility, and Accommodations Guidelines (UAAG) are published on the Testing Portal .
Accessibility and Accommodations (WIDA) – WIDA’s accessibility and accommodations website.
WIDA ACCESS Online Accommodations Checklist – WIDA’s resource for ensuring the accuracy of student accommodations when taking the WIDA ACCESS Online assessment.
Alternate Assessment Eligibility Guidelines – The eligibility guidelines explain the OPI’s policies and procedures for assessing students with significant cognitive disabilities (SwSCDs) using Montana’s Alternate Assessments and are designed to assist IEP teams in decision-making around participation needs for the alternate statewide assessments. The guidelines are reviewed annually and updated as needed.
WIDA Alternate ACCESS Resource Page – This page contains resources related to the WIDA Alternate Assessment, including resources for families, educators, and IEP teams.