[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-499124-105":59,"doc-detail-499124-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","effective-use-of-designated-supports-individual-student-assessment-accessibility-profile-process","Effective Use of Designated Supports - Individual Student Assessment Accessibility Profile Process","","Designated supports expand learning access for all students, including English learners, without requiring an IEP or Section 504 plan. Consistent, effective use across daily instruction and classroom or Smarter Balanced assessments helps ensure access to CCSS content and accurate demonstration of learning in CAASPP. LEAs are advised to adopt a consistent approach and use the optional ISAAP process to provide appropriate designated supports and accommodations, noting that additional supports also apply for students with IEPs or Section 504 plans.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effective-use-of-designated-supports-individual-student-assessment-accessibility-profile-process/499124/",{"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/effective-use-of-designated-supports-individual-student-assessment-accessibility-profile-process/499124.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Do designated supports require an IEP or a Section 504 plan?","Question",{"text":112,"@type":113},"No. Designated supports do not require an IEP or Section 504 plan and are available when an educator indicates the need for a student.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of the Individual Student Assessment Accessibility Profile (ISAAP) process?",{"text":117,"@type":113},"The ISAAP process provides a flexible, LEA-wide seven-step framework to establish consistent accessibility supports so students can best demonstrate learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps are included in the ISAAP process?",{"text":121,"@type":113},"The process includes selecting key staff and roles (Step 1), training stakeholders (Step 2), identifying students who may benefit (Step 3), selecting supports (Step 4), entering/uploading into TOMS (Step 5), conducting a pre-administration check (Step 6), and verifying delivery at test time (Step 7).","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},499124,1791689415,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","# Effective Use of Designated Supports\n\nesignated supports offer an expanded range of access for all students, including language support for English learners. The use  \nD  \nof designated supports does not require an Individualized Education Program (IEP) or Section 504 plan; they are available for use  \nby any student for whom the need has been indicated by an educator (or team with educators, parent/guardian and student) . Theconsistent and effective use of designated supports during daily instruction, on classroom assessments, and on the Smarter Balancedassessments can help to ensure that all students in the local educational agency (LEA) have access to Common Core State Standards(CCSS) content andthe opportunity to accurately demonstrate their learning on the California Assessment of Student Performance andProgress (CAASPP) assessments.  \nA consistent approach by LEAs forthe use of designated supports is recommended. The optional California Individual StudentAssessment Accessibility Profile (ISAAP) process can help ensure all students receive the appropriate designated supportsandaccommodations forthe CAASPP assessments. Please note: designated supports as well as additional accommodations are availablefor students with IEP or Section 504 plans.  \n#  The Individual Student Assessment Accessibility Profile Process\n\nThis optional process delineates seven steps that offer a flexible framework for establishing a consistent, LEA-wide system for providingaccessibility supports that will allow students to best demonstrate their learning. LEAs may customize these steps and use the CaliforniaISAAP tool as appropriate to local resources and needs. The 2015–16 ISAAP tool will be released December 2015.  \n  \nStudents benefit most when they are given multiple opportunities to explore and practice the designated supports during classroominstruction, on classroom assessmentsand on the Smarter Balanced Practice Tests, Training Tests, and Interim assessments.  \nStep 1. Select key staff members who will be involved in any of these seven steps and define their specific  \nroles. Number of steps and roles are customizable to meet school needs and resources.  \nStep 2. Provide information and training to staff according to their role; provide information to parents/  \nguardians; provide information and training to students as appropriate. LEA administrators are encouragedto develop a comprehensive plan for providing information and training to key stakeholders and staff about assessmentaccessibility.  \nStep 3. Identify students who may benefit from designated supports (including students with IEPsand Section  \n504 plans, English learners and English learners with disabilities). Potential decision-making team membersfor identifying designated supports for students may include any staff members who are knowledgeable about thestudent’s instructional needs, including classroom teachers, special education teachers, English learners specialists,academic coaches, counselors, school psychologists, parents/guardians, and students.  \nStep 4. Select the appropriate designated supportsand accommodations for each student. After individual studentneeds are identified, the California ISAAP tool can be used to match student needs to available designated supports.  \nStep 5. Enter or upload designated supportsand accommodations into the Test Operations Management  \nSystem (TOMS). Selections made with the California ISAAP tool can be uploaded directly. Student settings may alsobe made manually or through template upload.  \nStep 6. Perform a pre-administration check of assigned access supports.  \nStep 7. Check for delivery of the assigned designated supportsand accommodations atthe time of the test.  \nFor additional information:  \nn California Department of Education CAASPP Web page at  \nhttp://www.cde.ca.gov/ta/tg/ca California DepartmentOofctEodbuecra2ti0o1n5  \nn CAASPP Website at http://www.caaspp.org","cbCaipkU6P3IBMq8","https://ap.wps.com/l/cbCaipkU6P3IBMq8","pdf",729236,"English","# Effective Use of Designated Supports\n## The Individual Student Assessment Accessibility Profile Process\n## Steps 1-7 Overview","[{\"question\":\"Do designated supports require an IEP or a Section 504 plan?\",\"answer\":\"No. Designated supports do not require an IEP or Section 504 plan and are available when an educator indicates the need for a student.\"},{\"question\":\"What is the purpose of the Individual Student Assessment Accessibility Profile (ISAAP) process?\",\"answer\":\"The ISAAP process provides a flexible, LEA-wide seven-step framework to establish consistent accessibility supports so students can best demonstrate learning.\"},{\"question\":\"What steps are included in the ISAAP process?\",\"answer\":\"The process includes selecting key staff and roles (Step 1), training stakeholders (Step 2), identifying students who may benefit (Step 3), selecting supports (Step 4), entering/uploading into TOMS (Step 5), conducting a pre-administration check (Step 6), and verifying delivery at test time (Step 7).\"}]","Effective Use of Designated Supports - Individual Student Assessment Accessibility Profile Process | PDF",1790993090]