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 separately 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 are available for the Summative ELPAC. Students may use the embedded universal tools within the test delivery system, but also have the option to use non-embedded universal tools. Accommodations and designated supports for the Summative ELPAC must be assigned as student test settings in TOMS. Use of accommodations and designated supports does not change the construct of the test, nor affect the overall score.
In addition, unlisted resources are non-embedded supports that 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 an unlisted resource must first be approved for a student by the CDE before being assigned in TOMS. Students using an unlisted resource that changes the construct of the test will be assigned the lowest obtainable scale score.
For the Writing domain for kindergarten through grade two, which uses paper Answer Books, non-embedded universal tools, designated supports, and accommodations are available. Designated supports and accommodations for students in kindergarten through grade two taking the Writing domain also need to be assigned in TOMS.
There are a number of sources of information available to assist in understanding, assigning, and using accessibility resources during Summative ELPAC testing.
- CAASPP and ELPAC Accessibility Guide for Online Testing web document
- CAASPP and ELPAC TOMS User Guide web page
- CDE California Assessment Accessibility Resources Matrix web document
- CDE CALPADS web page
- CDE Student Accessibility Resources web page
- ELPAC Accessibility Resources web page
- ELPAC Manuals and Instructions web page
- Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators web page, with video
- ISAAP Tool website
Establishing Appropriate Testing Conditions
Site ELPAC coordinators and test examiners 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, and the estimated time needed to complete each test. For the kindergarten through 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. Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates monitoring and control for the test examiner. 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, accounting for extended testing time, providing 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 activity should not be related 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.