Accessibility Resources Virtual Training Series
Accessibility Resources Asynchronous Training
This asynchronous training provides guidance on the appropriate assignment of accessibility resources in the classroom and for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).
Module A should be completed prior to Module B. All embedded videos on this web page should be watched in their entirety and in the order listed. There are also additional resources provided as options for further learning.
The intended audience for this training is all California educators or administrators. Participants are encouraged to share this training with special education specialists, curriculum coordinators, multilingual specialists, teachers on special assignment, and anyone else who may benefit from this training.
The CAASPP and ELPAC provide a wide range of resources to ensure that the administration of the test meets the needs of all students. For a comprehensive list of resources available as part of the CAASPP and ELPAC, access the California Assessment Accessibility Resources Matrix .
How to Assign and Check Accessibility Resources
- In the Test Operations Management System (TOMS), accessibility resources are called test settings. Test settings for summative assessments can be applied by Local Educational Agency (LEA) coordinators or site-level coordinators in TOMS.
- LEA CAASPP or LEA ELPAC Coordinators can use the following videos to learn how to assign student test settings and more on the CAASPP Videos and Quick Reference Guides or ELPAC Videos and Quick Reference Guides web pages or in the
- Coordinators can also find more information about test settings in Students chapter of the TOMS User Guide and in the CAASPP and ELPAC Accessibility Guide.
As you will learn in this asynchronous training, educators have an important role in matching resources to students' needs and using resources in the classroom, so that students are familiar with the resources that they might need when summative testing occurs.
After participating in this training, make sure to communicate with your school or district testing coordinator to ensure that students have access to these resources.
Module A: Matching Accessibility Resources to Students' Needs
Participants will learn about the importance of accessibility resources, the categories of accessibility resources, and the process for matching students with the appropriate accessibility resources for daily instruction and for assessments. Additionally, participants will learn how to categorize accessibility resources into Universal Design for Learning (UDL) categories.
UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction, and for students to demonstrate their knowledge in a variety of ways. All videos should be watched in their entirety and in the order listed.
- Notetaking Guide—Module A: Matching Accessibility Resources
- This notetaking guide is provided to enter responses and notes for questions posed in the training videos. Participants can save this notetaking guide to share responses during the live training sessions as well.
- The California Assessment Accessibility Resources Matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations allowed for the CAASPP.
- The CAASPP and ELPAC Accessibility Guide provides information about universal tools, designated supports, accommodations, and test settings.
Part 1: Why Use Accessibility Resources?
Part 2: What Are Accessibility Resources?
Part 3: How to Match Accessibility Resources
Applying Your Learning: Live Training Sessions
Module B: Using Accessibility Resources in Daily Instruction
The Using Accessibility Resources in Daily Instruction virtual training will focus on providing participants with an understanding of how to use accessibility resources, how to observe students using assigned accessibility resources, and how to make adjustments throughout the year on the basis of those observations.
Module A should be completed prior to Module B. There is no notetaking guide for module B.