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Avant Assessment’s accommodations policy is intended to comply as closely as possible with Federal, State and local accommodations rules, given the unique nature of Avant’s online language proficiency assessments. Avant will work with School Districts, Colleges and Universities to gain compliance with regulations under Section 508 and other applicable standards and administrative rules.

Accommodations for Students Using the Avant STAMP Assessments

This assessment is designed to provide the current proficiency level of a test taker across the Reading, Writing, Listening, and Speaking modes of communication. Each mode is purposely separated into its own section of the test to isolate and focus on that particular area. The main idea with any accommodation is to accommodate the student without changing the nature or context of the question or helping with their answer or response.

The most commonly requested accommodation for the assessment is extra time, which can always be allowed.

Totally sight-impaired students

• Should skip the Reading section; otherwise it becomes a test of Listening proficiency.

• For the other sections of the test, a reader can read any of the English portions of the test and can describe, in English, any accompanying photograph.

Partially sight-impaired students:

• Can increase the zoom level of the screen.

Dyslexic students:

• Can have a reader read any of the English portions of the test – but only the English portions.

Partially hearing-impaired students

• Can have accommodations to make the sound louder. For areas of the test with verbal instructions, an Aide can communicate any of the English portions of the test and can describe, in English or sign language, any accompanying photograph.

Totally hearing-impaired students

• Should skip the Listening section.

• For other sections of the test, an Aide can communicate any of the English portions of the test and can describe, in English or sign language, any accompanying photograph.

Partially speech-impaired students

• May need more time and may want to use the Speaking section's "Add to Recording" feature periodically.

Totally speech-impaired students

• Should skip the Speaking section.

Additional Information and Accommodations for Students with Limited English Proficiency

Login, Student Profile & Instructions pages

• Any and all translation assistance is allowed for these areas, since they do not contain any elements which would be assessed. The goal is for students to login to the test successfully, complete the Student Profile accurately, and understand the instructions about the Reading, Listening, Writing, and Speaking sections.

Reading & Listening sections

• Translation assistance is allowed for the ‘Situation’ and ‘Question’ elements only.

• Do NOT translate the authentic text or authentic audio from Spanish to English.

• Do NOT translate the multiple choice answer options from English to Spanish.

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Writing & Speaking sections

• The Writing and Speaking section prompts are provided in written English with Spanish audio support.

• Proctors may read the prompt aloud in English, if needed and explain the overall task.

• Verbal assistance is allowed, in Spanish or English, for the technical aspects of keyboarding or recording their responses and operating the record and playback buttons.

• Do NOT translate the prompts into written Spanish.

Why are the test questions and instructions in English?

• First, it is critical to make absolutely sure the reason the student responded correctly or incorrectly is based on the student’s actual comprehension of the authentic text and not the language used in the question. Simply speaking, the English question helps isolate the target language skill being measured.

• Second, in order to ask an appropriate question that addresses the level of the text the question language level may be far more difficult than the text itself. In other words, the difficulty of the language in the question may prevent the student from responding correctly to an authentic text they actually comprehend.

Why is STAMP appropriate for heritage speakers?

• The adaptive nature of the test is critical for this population. It allows them to demonstrate their actual level without being overwhelmed by overly difficult items or bored by easy ones.

• As a test based on real world content rather than classroom content, STAMP will be more familiar to heritage speakers who have learned their language in the real world and not in a classroom. Administrators have reported that heritage speakers felt that the STAMP test respected them by assessing real world content.

Updated 08/09/2019

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