Administration of AIMS and SAT 9 to Students with
Disabilities

Updated 2/20/2004
Research and Policy Section
Arizona Department of Education

1

Administration of the AIMS to Students with Disabilities
I.

Overview of Arizona’s Instrument to Measure Standards (AIMS)
A. Background
Arizona’s Instrument to Measure Standards (AIMS) is the statewide,
standards-based assessment. AIMS measures the performance of students,
schools, and districts on academic standards in reading, writing, and
mathematics and is administered to students in grades 3, 5, 8, and high school.
The central components of standards-based education include a curriculum
aligned to the Standards, instructional materials aligned to the Standards, and
the evaluation of teachers to ensure the Standards are integrated into
instructional practices. These components are the organizational foundation
for successful student achievement of the skills and knowledge of the
Standards.
The primary purposes of AIMS are:
•
•
•
•

II.

to measure the performance of individual students, schools, and districts
based on Arizona’s Standards;
to increase the academic achievement of every student;
to provide students with the opportunity to demonstrate what they know
and are able to do; and,
to insure each student benefits from instructional changes and educational
reforms that are implemented in response to information based on
assessment results.

Participation of Students with Disabilities in AIMS
A. Definition of a Student with a Disability
For the purposes of AIMS, a student with a disability has an Individualized
Education Program (IEP) provided under the Individuals with Disabilities
Education Act – 1997 or has a 504 plan under Section 504 of the
Rehabilitation Act of 1973.
B. Who Must Participate in AIMS
Arizona’s statutes A.R.S.§15-741 (A) (2) and A.R.S. § 15-743 (F); IDEA
provision §300.138 (b) (1) (2), as well as the No Child Left Behind Act
(NCLB), mandate that all students with disabilities who are educated with
Arizona’s public funds must participate in AIMS, including:
•
•

students enrolled in traditional public schools;
students enrolled in public charter schools;

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Arizona Department of Education

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•
•
•

students enrolled in educational collaboratives;
students enrolled in approved private special education schools within and
outside Arizona; and,
students receiving educational services in institutional settings, including
state supported institutions and secure care facilities.

C. Determining How Students with Disabilities Will Participate in AIMS
During its annual meeting, the student’s IEP or 504 team will determine how
the individual student will participate in AIMS in each subject area for the
assessment scheduled for the upcoming school year. This information must be
documented in the student’s IEP or 504 plan.

Table 1: Participation Guidelines
Characteristic of Student’s
Instructional Program and Local
Assessment
OPTION 1

Recommended Participa tion in AIMS

Then
If the student is
a) Working on learning standards at or
near grade- level expectations; and
b) Generally able to take a paper-andpencil test.

The student should take AIMS, under
routine conditions (without any
accommodations).
•

Available for children with an
IEP or a 504 plan.

OPTION 2
Then
If the student is
a) Working on learning standards at,
near, or below grade-level
expectations; and
b) Generally able to take a paper-andpencil test under routine conditions, or
with one or more test accommodations.

Updated 2/20/2004
Research and Policy Section
Arizona Department of Education

The student should take AIMS, either
under routine conditions or with
standard accommodation(s) that are
consistent with the instructional
accommodation(s) used in the student’s
educational program.
•

Available for children with an
IEP or a 504 plan.

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OPTION 3
Then
If the student is
a) Working on learning standards at,
near, or below grade-level
expectations; and
b) Generally able to take a paper-andpencil test under routine conditions, or
with one or more test
accommodation(s); but
c) Presented with unique and
significant challenges in demonstrating
his/her knowledge and skills on a test
of this format and duration.
OPTION 4

The student should take AIMS with
standard and/or non-standard
accommodation(s) that are consistent
with the instructional accommodation(s)
used in the student’s educational
program.

•

Available only for children with
an IEP or with permission from
the Arizona Department of
Education.

Then

If the student is
a) Working on learning standards
below grade-level expectations
as a result of a significant
cognitive disability1 ; and
b) Generally able to take a paperand- pencil test.

The student may take AIMS at his/her
instructional level with standard and/or
non-standard accommodation(s) that are
consistent with the instructional level
and accommodation(s) used in the
student’s education program.
Note: Participation in instructional level
assessment is intended for a very small
number of students with significant
cognitive disabilities 1 as this is
considered to be a form of alternate
assessment against alternate learning
standards.
•

Available only for children with
an IEP.

1

Students with the most significant cognitive disabilities are the small number of students who are (1)
IDEA eligible as MIMR, MOMR, SMR, MD or MDSSI with one area of disability identified as mental
retardation or (2) IDEA eligible students in other categories with academic achievement standard scores
below 70 (or equivalent).
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Arizona Department of Education

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OPTION 5
Then
If the student is
a) Working on learning standards
(functional and readiness levels of the
Arizona Academic Standards) that
have been substantially modified due
to the nature and severity of the
student’s disability; and
b) Receiving intensive, individualized
instruction necessary for the student to
acquire and generalize knowledge
and/or demonstrate skills; and

The student should take AIMS-A in this
subject.
Note: Participation in alternate
assessment is intended for a very small
number of students with significant
cognitive disabilities. Consult the
AIMS-A manual, form 1 for additional
guidance.
•

Available only for children with
an IEP.

c) Generally unable to demonstrate
knowledge on a paper-and-pencil test,
even with accommodations.
D. AIMS Participation Guidelines
These guidelines are provided to assist IEP and 504 teams with the process of
deciding how each student with a disability will participate in AIMS. A
separate decision must be made in each subject scheduled for testing. The
student’s team should begin by asking the following questions:
•
•
•

•

Can the student take AIMS under standardized conditions?
Can the student take AIMS with accommodations? If so, which
accommodations are necessary and appropriate for the student?
Does the student require an alternate assessment? (Note: Alternate
assessments are intended for a very small number of students with
significant cognitive disabilities who are unable to take the traditional
AIMS under standard or non-standard conditions. Arizona’s alternate
assessments are instructional level (rather than age/grade aligned) AIMS
and Arizona’s Instrument to Measure Standards – Alternate (AIMS-A).
For a copy of the AIMS-A and guidelines for participation, refer to the
Arizona Department of Education website at
www.ade.az.gov/state_tests_acad_stds.asp
Note that students who have an IEP may be considered for standard and
non-standard accommodations as well as alternate assessments. Given that
non-standard accommodations involve substantial changes in what a
student is expected to learn and to demonstrate, students considered for

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Arizona Department of Education

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•

these accommodations must receive at least part of their instruction in
special education and must have an IEP.
Generally, students with a 504 plan may only be considered for standard
accommodations. Under unusual circumstances, a student with a 504 plan
may need non-standard accommodations. This decision should be
approved by the Arizona Department of Education.

When making decisions about student participation in testing, it is important
to remember:
• It is necessary to state clearly what all students are to know and be able to
do before determining whether there is a need for a specific
accommodation (standard or non-standard).
• It is important to consider the specific accommodations (standard and nonstandard) for both instruction and assessment. When students need
accommodations in how they learn, they are likely to need
accommodations in how they are assessed. Conversely, if students do not
need accommodations in how they learn, they will not need
accommodations in how they are assessed.
• It is important to re-consider on an annual basis the types of
accommodations (standard or non-standard) that are used for students,
particularly as they gain more skills.

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Arizona Department of Education

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III.

AIMS Standard Accommodations and Non-Standard Accommodations
A. Students Eligible for Test Accommodations
Students with disabilities who have an Individualized Education Program
(IEP) can be considered for standard and non-standard accommodations.
Students with a 504 plan may be considered only for standard
accommodations, unless approved by the Arizona Department of Education.
B. Definition and Purpose of Standard Accommodations and NonStandard Accommodations
Standard accommodations are provisions made in how a student accesses
and demonstrates learning. These do not substantially change the
instructional level, the content, or the performance criteria. The changes are
made in order to provide a student equal access to learning and equal
opportunity to demonstrate what is known. Standard accommodations are
changes in the routine conditions under which students take AIMS, and
involve changes in:
•
•
•
•

Timing or scheduling of the test. For example, administration of the test
in short intervals or at a time of day that takes into account student’s
medical needs.
Test setting. For example, administration of the test individually or in a
small group setting, under special lighting, or special furniture.
Test presentation. For example, test questions presented in large print or
Braille, repeated directions, or explanation of directions.
How the student responds to test questions . For example, the student
dictates his or her responses to the test administrator, tape records, scribes,
or points to answer.

A list of standard accommodations is presented in Table 2.

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Arizona Department of Education

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Table 2: AIMS Standard Accommodations
Standard Accommodations
I. Changes in timing or scheduling of the test
1. Extended testing time (same day).
2. More breaks.
3. Extended sessions over multiple days.
II. Changes in Test Setting
1. Administering the test in a study carrel.
2. Administering the test in a separate room.
3. Administering the test in a small groups.
4. Administering the test with students seated at the front or in a specified
area of the room (preferential seating).
5. Administering the test under special lighting.
6. Administering the test in a room with special furniture.
7. Administering test with student wearing noise buffers (after directions
have been given using routine administration procedures).
III. Changes in Test Pre sentation
1. Test administrator reads and/or clarifies general administration
instructions and test items, except on the reading portion of the test.
2. Use of assistive devices, normally provided during instruction, to read
and/or clarify general administration instructions and test items, except
on the reading portion of the test.
3. Test administrator repeats directions.
4. Administer test with a test administrator who is familiar to the student.
5. Administer large-print edition of the test.
6. Administer Braille edition of the test.
7. Administer test using magnifying equipment or enlargement devices
8. Allow student to use a place marker.
9. Test administrator assists the student in tracking and/or sequencing of
test items (e.g., moving from one test question to the next; redirecting
the student’s attention to the test).
10. Administering the test using the student’s amplification equipment.
11. Test administrator uses sign language to interpret portion of the math
or writing test, but not the reading test.
IV. Changes in How the Student Responds to Test Questions
1. Answers dictated to a scribe orally, by pointing, or signing the answer.
Scribe may not alter student responses in any way, and must record
word for word exactly what the student has dictated into the student’s
answer booklet. Scribes should request clarification from the student
regarding the use of punctuation, capitalization, and the spelling of key
words, and must allow the student to review and edit what the scribe
has written. Applies to the reading and math portion of the test only.
2. Answers recorded using audiotape to be later transcribed into the
student’s answer booklet.
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Research and Policy Section
Arizona Department of Education

3. Answers recorded or typed by the student using assistive technology
(e.g., word processor, electronic speech-to-text conversion).
4. One-to-one administration.
5. Answers recorded by the student directly in the student test booklet
instead of the answer booklet, and copied word- for-word into the
answer booklet by the test administrator.
6. Use of a template or graphic organizer to generate an open response.
The student (or test administrator) must transcribe the final draft into
the student’s answer booklet.
7. Test administrator monitors correct placement of student responses in
the student’s answer booklet.
V. Other Accommodations
1. Audio tape administratio n of assessment, except for the reading
portion of the test.
2. Use of a thesaurus.
3. Use of a abacus on the math portion of the test by a student who is
blind.

Non-standard accommodations reflect changes in the test administration
that affect standardiza tion and, thus, the comparability of scores, and may also
involve substantial changes in what a student is expected to learn and to
demonstrate. Such changes are made to provide a student with meaningful and
productive learning experiences, environments, and assessments based on
individual needs and abilities. IEP teams should exercise caution in
considering whether a student requires a non-standard accommodation in
order to access the test.
Non-standard accommodations may not:
•
•

simplify, paraphrase, exp lain, or eliminate any test item, prompt, or
multiple-choice option
provide verbal or other clues or suggestions that hint at or give away the
correct response to the student.

Only the student’s IEP team may decide that a student receives a non-standard
accommodation(s). If a non-standard accommodation is used, parents must be
notified and the provided accommodation explained. A list of non-standard
accommodations and a description of circumstances under which they should
be considered appears on pages 11-13.
IEP teams are instructed to identify which accommodations, if any, are
necessary in order for the student to take AIMS. Test accommodations
(standard and non-standard) must be generally consistent with those used
during routine classroom instruction. The right to receive accommodations
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(standard or non-standard) on statewide tests is guaranteed to a child with a
disability under the Individuals with Disabilities Education Act (IDEA, 1997).
C. Test Accommodation Policy
Students with disabilities must be provided test accommodations when their
IEP or 504 teams have determined their necessity on a particular test.
Department policy allows the use of both standard and non-standard
accommodations on AIMS under the conditions outlined on the following
pages. While standard accommodations can be considered for all students
with disabilities, non-standard accommodations can only be considered for
students with an IEP.
Non-standard accommodations should only be provided to students with
disabilities as stated in the IEP when they meet both of the following criteria:
1) The accommodation is already provided during routine instruction and
assessment in this subject area (both before and after the statewide test is
administered)
2) No other means of access allows the student to meaningfully participate in
AIMS.
D. Reporting Results of AIMS Taken with Standard and Non-Standard
Accommodations
Scores of AIMS, taken with standard accommodations will be included with
the results of students who took these tests under standard conditions at the
school, district and state level. Scores of AIMS taken with non-standard
accommodations will be reported separately at the school, district, and state
level.
For reporting purposes, the Department will maintain a record of the number
of students in each school and district taking AIMS with non-standard
accommodations. Given that test results with non-standard accommodations
cannot be interpreted in the same way, guidance for appropriate interpretation
will be provided. The Departme nt is obligated to closely monitor schools
and districts to ensure the proper use of non-standard accommodations
and will provide technical assistance to those schools with excessive usage.
The goal of the Department will be to work with those schools having
high numbers of non-standard accommodations to determine why this is
occurring and how best to remedy the situation.

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Arizona Department of Education

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E. Non-Standard Accommodations for AIMS
Students may use one or more of the following non-standard accommodations
when they are consistent with non-standard accommodations provided to the
student during routine instruction and assessment, and when they are
determined by the student’s IEP team to be absolutely necessary in order for
the student to meaningfully participate in AIMS:
Reading Test Options
1. Reading aloud the reading portions of the test to a student. This
includes the use of any assistive devices routinely used during
instruction. Readers must read test items/questions and reading
passages to the student word for word exactly as written. Readers may
not clarify, elaborate, or provide assistance to the student regarding the
meaning of words, intent of test questions, or response to test
items/questions.
2. Interpreting through sign language systems the reading portion of
AIMS to a student with disabilities who requires this form of
communication or who is instructed in this way. This also includes any
assistive devices used for the student during regular instruction.
Interpreters must present test items and prompts without modifying,
clarifying, elaborating, or providing assistance to the student regarding
the meaning of words, intent of test questions, or responses to test
items. It should be noted that this non-standard accommodation does
not include interpretation of language and should not be used as such.
Note: Non-standard accommodations #1 and #2 should be considered when both
of the following conditions apply:
•

The student has a specific impairment that greatly limits or prevents her or
his ability to decode text, even after varied and repeated attempts to teach
the student to do so
and

•

The student has access to printed materials only through a reader or signlanguage interpreter or another electronic format for routine instruction, or
is provided with text on audiotape.

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Arizona Department of Education

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Writing Test Options
3. Allowing a student to dictate to a scribe, record on audiotape (for
transcription by a test administrator), or use an electronic speech–totext conversion device for the writing portion of AIMS. When the
student dictates to a scribe, the scribe may not edit or alter student
responses in any way, and must record word-for-word exactly what the
student has dictated. Scribes should request clarification from the
student regarding the use of punctuation, capitalization, and spelling,
and must allow the student to review and edit what the scribe has
written. Students using sign language systems, due to inherent
difficulties in this approach, will not be able to dictate to a scribe.
Given that translation of language is not allowed, this non-standard
accommodation cannot be provided to students using sign language
systems.
Note: Non-standard accommodation #3 should be considered when either of the
following conditions applies:
•

The student dictates virtually all written composition to a scribe; records
these on audiotapes for transcription by an adult; routinely uses an
electronic speech-to-text conversion device to generate written
compositions during routine instruction
or

•

The student does not have sufficient manual dexterity at the time of testing
to produce legible written work.

4. Allowing a student to use a spell- or grammar-checking device when
using a word processor for the writing portion of AIMS; or, word
prediction software, provided that “predict-ahead” and “predictonline” functions are turned off. Use of assistive technology that
facilitates written communication may also be considered.

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Note: Non-standard accommodation #4 should be considered when both of the
following conditions apply:
•

The student has a specific impairment that greatly limits or prevents her or
his ability to spell, even after varied and repeated attempts to teach the
student to do so
and

•

The student can produce written work only through the use of a spell- or
grammar- checking device or word prediction software that the student
uses during routine instruction.

Math Test Option
5. Allowing a student to use a calculator, number chart, arithmetic table,
manipulatives, or abacus on the Mathematics portion of AIMS where,
under standard conditions, calculators are not allowed.
Note: Non-standard accommodation #5 should be considered when both of the
following conditions apply:
•

The student has a specific impairment that greatly limits or prevents her or
his ability to calculate mathematically, even after varied and repeated
attempts to teach the student to do so
and

•

The student has access to mathematical calculations only through the use
of a calculator, number chart, arithmetic table, manipulatives, or abacus,
which the student uses for routine instruction. Note: The use of an abacus
by a student who is blind is considered a standard accommodation.

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Arizona Department of Education

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F. Other Accommodations Selected by the IEP Team
Other
Alternate assessments may/can be provided to students as a non-standard
accommodation.
Note: The above list of standard and non-standard accommodations should serve
as a list of examples and is in no way exhaustive. The principal or designee
should consult with the Department when accommodations not mentioned are
being considered for a student in order to determine whether the accommodation
will be considered standard or non-standard. Contact the Academic Standards and
Accountability Group at AS&A_Group@ade.az.gov.

IV.

Alternate Assessments: Instructional level AIMS and Arizona’s
Instrument to Measure Standards – Alternate (AIMS-A)
Instructional Level AIMS
A. Overview
Instructional level AIMS is an assessment designed to measure student
progress in the content areas of reading, writing, and mathematics below age
appropriate grade level expectations of the Arizona Academic Standards.
Students designated to participate in instructional level AIMS by their IEP
teams must have significant cognitive disabilities. Students with the
significant cognitive disabilities are the small number of students who are (1)
students IDEA eligible as MIMR, MOMR, SMR, MD, or MDSSI with one
area of disability identified as mental retardation, or (2) IDEA eligible
students in other categories with academic achievement standard scores below
70 (or equivalent). Standardized tests such as the WIAT, WJ-3, K-TEA, WJ
Reading Mastery, Key Math, etc., that generate a standard score or equivalent
that demonstrates performance in the subaverage range (below 70 or 2SDs or
lower). Criterion referenced tests that can produce comparable data may be
acceptable.

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B. Participation Guidelines
Instructional level assessment is intended for a very small number of students
with significant cognitive disabilities who are unable to participate in
standard, on- grade level assessments. IEP teams must determine annually
which students will take the instructional level assessment in each subject
based on their consideration of participation guidelines presented in Table 1.
C. Schedule for Conducting Instructional Level Assessments
Students designated by their IEP team for instructional level assessment must
be assessed in the same subjects that their grade-level peers are scheduled to
take. The testing must be administered within the standard AIMS timelines
for the school.
D. Scoring and Reporting Results of Instructional Level Assessment
Results of instructional level assessments will be reported to parents, schools,
and districts separately from standard test scores at the school, and district
levels.
For reporting purposes, the Department will maintain a record of the number
of students in each school and district taking instructional level AIMS. Given
that test results from instructional level assessments cannot be interpreted in
the same way, guidance for appropriate interpretation will be provided. The
Department is obligated to closely monitor schools and districts to ensure
proper use of instructional level assessment and will provide technical
assistance to those schools with excessive usage. The goal of the Department
will be to work with these schools having high numbers of instructional level
assessment to determine why this is occurring and how best to remedy the
situation.

AIMS- A
E. Overview
AIMS-A is an assessment designed to measure student progress in the content
areas of reading, writing, listening/speaking, and mathematics at the
Functional and Readiness levels of the Arizona Academic Standards. This
assessment contains a checklist, a Parent Questionnaire, and activity-based
assessments that infuse the knowledge and skills of the Standards into
functional, everyday activities.
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Students designated to participate in AIMS-A by their IEP teams must
participate in this assessment at the grade (age) and in each subject for which
AIMS is required for other students. A student may be eligible to participate
in AIMS-A in all content areas, or may be eligible to participate in some
content areas on AIMS-A and in other content areas on AIMS.
For further information on the AIMS-A, visit the Department’s alternate
assessment web page for an online copy of the Alternate Assessment manual
at www.ade.az.gov/standards/aims.
The Department will monitor the use of alternate assessments statewide to
ensure they are being used appropriately and decisions regarding participation
in this assessment are made in accordance with the law.

F. Participation Guidelines
AIMS-A is intended for a very small number of students with significant
cognitive disabilities who, due to the nature and complexity of their
disabilities, are unable to participate in standard paper-and-pencil assessments,
even with accommodations. IEP teams must determine annually which
students will take AIMS-A in each subject based on their consideration of
participation guidelines presented in Table 1. In addition, if eligibility for
alternate assessment is being considered, IEP teams should utilize AIMS-A
Form 1 to ensure that their decision is appropriate. For a copy of the forms
used with AIMS-A, refer to http://www.ade.az.gov/ess/aims-a/

G. Schedule for Conducting AIMS-A
Students designated by their IEP team for AIMS-A must be assessed in the
same subjects that their grade- level peers are scheduled to take. Students with
disabilities in ungraded programs who are designated for alternate
assessments must take these assessments in the same subjects as those taken
by their non-disabled peers at the same grades, or at ages 9, 11, 14, and 16-21.
H. Scoring and Reporting Results of AIMS-A
AIMS-A scores are reported to the Department through the Student Score
Summary. Scores on the AIMS-A checklist, Parent Questionnaire, and
activity-based performance assessments are scored using the Analytic Scoring
Tool. This scoring tool is used to assess each of the performance objectives at
the Functional and Readiness levels of the Arizona’s Academic Standards,
and allows student ability to be assessed in small increments of progress.
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V.

Planning and Preparation for AIMS Testing
A. Preparing Students with Disabilities for AIMS
Since AIMS is based on Arizona’s Academic Standards, every student with a
disability must be engaged in an instructional program that
•
•
•
•

is based on Arizona’s Academic Standards;
uses varied approaches to instruction;
includes a range of opportunities that enables the student to demonstrate
his or her knowledge and skills; and,
provides necessary and appropriate program supports and instructional
accommodations to guarantee access by the student to the general
curriculum.

Educators should analyze what is being taught in their schools and
classrooms, and implement an instructional program that enables all students
to acquire the content knowledge and skills outlined in Arizona’s Academic
Standards.
B. Parent’s Role
Parents and guardians of students with disabilities play a critical role in
preparing their child(ren) for AIMS. Some suggestions follow:
•
•
•
•
•
•

Meet regularly with your child’s teacher(s) to discuss how you can support
your child’s education at home.
Inquire about the use of appropriate AIMS accommodations at IEP team
meetings.
Review class assignments and make sure that adequate time is set aside for
homework.
Review AIMS test questions with your son or daughter. Released test
items can be found on the Department’s website at:
http://www.ade.az.gov/standards/aims/
Ask whether the school offers an after-school and/or summer program that
would benefit your child.
Become familiar with Arizona’s Academic Standards.

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Administration of the Stanford 9 to Disabled Students
A. Background
The Stanford 9 is a standardized norm-referenced test. Much of the information
derived from the Stanford 9 is meaningful only if the test is administered in a
standardized manner. When administration differs from standardization criteria,
interpretation of the results is often problematic. Because of this, the Stanford 9
should be administered according to the publisher’s guidelines when possible. When
accommodations are necessary, they should be applied with care. Accommodations
for the Stanford 9 are treated differently than accommodations for the Arizona
Instrument to Measure Standards (AIMS). IEP teams must consider each test
separately when determining appropriate accommodations.
B. Stanford 9 Standard and Non-Standard Accommodations
Accommodations vary in whether or not they significantly impact score
interpretation. Standard accommodations are provisions made in how a student
accesses and demonstrates learning. They do not substantially change the
instructional level, content, or performance criteria. Changes are made in order to
provide a student equal access to learning and equal opportunity to demonstrate what
they know.
Non-standard accommodations impact score interpretation and thus require special
coding on the student answer document in order to prevent scores from being
aggregated in school, district, and state totals. Such changes are made to provide a
student with meaningful and productive learning experiences, environments, and
assessments based on individual needs and abilities. A list of standard and nonstandard accommodations is presented in Tables 3 and 4.

Table 3: Stanford 9 Standard Accommodations
Change time of day for administration
Provide special lighting or acoustics
Secure paper to work area with tape
magnet
Provide adaptive or special furniture
Provide slant board or wedge
Administer the test individually in separate
location
Administer the test in small group
Allow frequent breaks during testing
Mark answers in test booklet
Provide markers to maintain place

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Arizona Department of Education

Provide templates to reduce visible print
Provide visual magnification devices
Provide pencil grip
Provide auditory amplification devices or
noise buffers
Sign oral directions using exact translation
Provide scribe/tape recorder to record
answers
Provide large-diameter pencil
Sign or read written directions to student
Reread directions for each page

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Note: Table 3 lists examples of standard accommodations that may be used in the
administration of the Stanford 9. Accommodations used in test administration
should be similar to accommodations required by the student during routine
instruction. This list of accommodations is not exha ustive, and the IEP team must
make the determination of the type of accommodations needed, if any.
Accommodations must not alter the content of the test or provide inappropriate
assistance to the student with the context of the test. For example, a test of reading
skills may not be read to the student, and a calculator may not be used on a test of
mathematics calculation skills.

Table 4: Non-Standard Accommodations
Follow flexible schedule
Extend time
Administer test in several shorter sessions
Administer test over several extra days
Give prompts/directions on tape
Increase size of answer bubbles
Have computer read test to student
Have teacher provide clarification
Provide STOP or arrow cues

Underline/highlight verbs in directions
Provide additional examples
Simplify language directions
Provide graph paper
Provide word processor or typewriter
Provide calculator, abacus, arithmetic
tables
Provide dictionary, spell check
Out of level testing

Note: Table 4 lists examples of non-standard accommodations that may be used
in the administration of the Stanford 9. Any non-standard accommodations used
in test administration MUST be required in the student’s IEP and should correlate
with the non-standard accommodations required by the student during routine
instruction.
C. Out of Level Testing on the Stanford 9
Out of level testing can be done only if the student’s IEP requires this nonstandard accommodation. State law, A.R.S. §15-741 (A)-(8), requires students to
be tested “at a level appropriate to their grade level.” This is consistent with
IDEA, which requires that challenging state standards be applied to all students.
The intent of both federal and state law is to ensure that the same expectations
apply to students with disabilities as apply to all other students.
Using a different level of the Stanford 9 for a student is a non-standard
accommodation of the content being assessed. This significant non-standard
accommodation must be documented on the student’s IEP. The decision to
administer a lo wer level of the standardized test must be based upon the student’s
individual needs and abilities. This decision should better enable parents and
Updated 2/20/2004
Research and Policy Section
Arizona Department of Education

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schools to determine the progress the student is making toward achievement of
the state standards.

Updated 2/20/2004
Research and Policy Section
Arizona Department of Education

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