Accessibility Resources


Accessibility resources are features or supports that are part of the assessment and are provided either as digitally delivered components of the secure browser (embedded supports) or separate from the secure browser (non-embedded supports). Accessibility resources allow students to participate in an assessment that results in a fair and accurate estimate of each student’s achievement.

Universal tools, designated supports, and accommodations will be available for the Initial ELPAC. Students may use the embedded universal tools within the TDS but also have the option to use non-embedded universal tools. The accommodations and designated supports for the Initial ELPAC must be assigned in the student test setting section of TOMS.

In addition, unlisted resources are non-embedded supports which may be provided if specified in the IEP or Section 504 plan for an eligible student and if the unlisted resource does not change the construct of what is being measured. Use of unlisted resources must first be approved by the CDE before being assigned in the test setting section of TOMS.

For the Writing domain for K–2, which remains on paper Answer Books, non-embedded universal tools, designated supports, and accommodations will be available. Designated supports and accommodations for students in K–2 taking the Writing domain also need to be assigned in TOMS.

Accessibility Guidelines

There are a number of sources of information available to assist in understanding, assigning, and using accessibility resources during Initial ELPAC testing:

Establishing Appropriate Testing Conditions

Site ELPAC coordinators and TEs should work together to determine the most appropriate testing option(s) and testing environment based on the number of devices available, the number of students in each tested grade level or grade span, and the estimated time needed to complete each test. For kindergarten and grade one students, all domains will be administered one-on-one. For grade two, the Listening, Reading, and Speaking domains will be administered one-on-one, while the Writing domain will be administered in small groups. For grade levels three through twelve, the Speaking domain will be administered one-on-one, while the Listening, Reading, and Writing domains will be administered in classroom-sized groups or one-on-one. Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates monitoring and control for the test administrator. However, this also includes setting up testing rooms for students whose IEPs or Section 504 plans specify universal tools, designated supports, accommodations, or any combination of these that necessitate testing the students in a separate setting (that is, reading test questions aloud, extended testing time, additional breaks, and so forth).

The test administration should be conducted in a secure environment (refer to the subsection Security of the Test Environment).

Establish procedures to maintain a quiet testing environment throughout the test session, recognizing that some students will finish more quickly than others. If students are allowed to leave the testing room when they finish, explain the procedures for leaving without disrupting others and where they are expected to report once they leave. If students are expected to remain in the testing room until the end of the session, instruct them on what activities they may engage in after they finish the test. The activities should be unrelated to the test being given (e.g., work on assignments for unrelated subjects or read a book). Access to a student’s device should be monitored strictly for types of activities that may be done without violating the security of the tests if other students in the room are still testing (e.g., to indicate that it can be used for medical reasons).