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It explains direct/synchronous and indirect/asynchronous learning environments and the purpose of using accessibility resources to ensure equitable, valid access to instructional and assessment content. Strategies are grounded in Smarter Balanced universal tools, designated supports, and accommodations, including guidance referenced from usability, accessibility, and accommodations guidelines.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accessibility-strategies-for-remote-teaching-and-learning-a-guide-for-teachers-to-support-students-and-families/586734/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accessibility-strategies-for-remote-teaching-and-learning-a-guide-for-teachers-to-support-students-and-families/586734.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does this guide address for remote teaching and learning?","Question",{"text":112,"@type":113},"It addresses equitable and valid access to instructional and assessment content by using multi-tiered accessibility resources and strategies for remote contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guide distinguish direct/synchronous vs. indirect/asynchronous remote learning?",{"text":117,"@type":113},"Direct/synchronous describes strategies used at the same time but not in the same place, supported by teachers or family members; indirect/asynchronous allows students to use strategies independently.",{"name":119,"@type":110,"acceptedAnswer":120},"What are universal tools in this document?",{"text":121,"@type":113},"Universal tools are accessibility resources delivered digitally within the assessment system or provided separately, available to all students based on preference and selection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586734,1792193095,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ACCESSIBILITY STRATEGIES FOR REMOTE TEACHING AND LEARNING  \nA Guide for Teachers to Support Students and Families  \nJuly 16, 2021  \nBACKGROUND  \nOne of the foundational principles of the Smarter Balanced Assessment Consortium (Smarter Balanced) system is accessibility for students – multi-tiered resources and strategies that ensure equitable and valid access for students to instructional and assessment content. This Guide includes 54 accessibility strategies that can be used by teachers, students, and families to support direct/synchronous and  \nindirect/asynchronous remote teaching and learning. The accessibility strategies described here are based on accessibility resources available on the Smarter Balanced summative and interim assessments and detailed in the Usability, Accessibility, and Accommodations Guidelines.  \nThe purpose of this document is to provide a description of what accessibility resources look like indirect/synchronous and indirect/asynchronous teaching and learning environments. Direct/synchronous remote teaching and learning describes forms of accessibility strategies, instruction, and assessment that occur at the same time, but not in the same place and are supported by teachers or family members.  \nIndirect/asynchronous remote teaching and learning environment provides students with accessibility strategies, instruction, and assessment that can be used by students independently. Smarter Balanced developed these strategies in collaboration with the State Network of Educators; Smarter Balanced’s Accessibility, Bias, and Sensitivity Committee; and other experts in the field based on the system of universal tools, designated supports, and accommodations currently available on Smarter Balanced assessments.  \nUniversal tools are accessibility resources that are either provided as digitally-delivered (embedded) components of the test administration system or separate from it (non-embedded) . Universal tools are available on the assessment to all students based on student preference and selection. Table 1 includes 18 accessibility strategies related to universal tools with their descriptions as well as selected considerations for direct/synchronous and indirect/asynchronous remote teaching and learning. Each strategy in the table is linked to its more detailed description in the later section of the Guide.  \nTable 1. Universal Tools at a Glance  \n\n| Universal Tool | Description | Direct/Synchronous Teaching and Learning | Indirect/Asynchronous Teaching and Learning |\n| --- | --- | --- | --- |\n| Breaks\u003Cbr>(embedded/nonembedded) | Students may decide to pause during classwork or during a test session based on their needs. | • Model breaks.\u003Cbr>• Allow students to use fidget devices.\u003Cbr>• Give students brain breaks. | • Students pace themselves during learning.\u003Cbr>• Students move about the room or take a short break to refocus. |\n| Calculator | An embedded, fully accessible on-screen digital calculator can be accessed for | • Model using calculators.\u003Cbr>• Allow students to choose when to use a | • Students practice using calculators to do basic calculations in |\n\n\n| Universal Tool | Description | Direct/Synchronous Teaching and Learning | Indirect/Asynchronous Teaching and Learning |\n| --- | --- | --- | --- |\n| (embedded) | calculator-allowed items when students select the calculator button. | calculator to best support their accessibility needs.\u003Cbr>• Use calculators to develop students’fluency with arithmetic operations, algorithms, and numerical relationships and enhancing their motivation. | multi-step mathematics processes.\u003Cbr>• Students use calculators as tools that they can turn to for help, not just fast answers. |\n| Digital Notepad\u003Cbr>(embedded) | This tool is used for making notes about topics, information, or items. | • Provide students with note-taking tools during instruction.\u003Cbr>• Model using and practice electronic/online tools with students.\u003Cbr>• Support students in the use of different tools to creat","cbCailIyel2iGCe5","https://ap.wps.com/l/cbCailIyel2iGCe5","pdf",975059,106,"English","# Background\n# Universal Tools at a Glance\n## Breaks\n## Calculator\n## Digital Notepad\n## English Dictionary\n## English Glossary\n## Expandable Passages and Items","[{\"question\":\"What problem does this guide address for remote teaching and learning?\",\"answer\":\"It addresses equitable and valid access to instructional and assessment content by using multi-tiered accessibility resources and strategies for remote contexts.\"},{\"question\":\"How does the guide distinguish direct/synchronous vs. indirect/asynchronous remote learning?\",\"answer\":\"Direct/synchronous describes strategies used at the same time but not in the same place, supported by teachers or family members; indirect/asynchronous allows students to use strategies independently.\"},{\"question\":\"What are universal tools in this document?\",\"answer\":\"Universal tools are accessibility resources delivered digitally within the assessment system or provided separately, available to all students based on preference and selection.\"}]","ACCESSIBILITY STRATEGIES FOR REMOTE TEACHING AND LEARNING - A Guide for Teachers to Support Students and Families | PDF",1792059122,267]