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\nNUMBER: REF-6420.1  \nISSUER: Cynthia Lim, Executive Director  \nOffice of Data and Accountability  \nDATE: February 5, 2016  \nROUTING  \nLocal District Superintendents Local District Administration Special Education Service Center, Instruction and  \nOperations Principals  \nAssistant Principals School Coordinators Special Education Teachers Related Services Staff District/School Nurses CAASPP Test Coordinators  \nPURPOSE: This Reference Guide provides guidance for schools regarding the Universal  \nAccessibility Tools, Designated Supports, and Accommodations for Smarter Balanced (SB) and California Alternate Assessment (CAA) tests. This reference guide has been updated for the 2015-16 testing windows.  \nMAJOR CHANGES:  \n􀁸 Text-to-speech and read-aloud for reading passages has been expanded to include all Smarter Balanced grades (3-8, 11). More guidance has been provided regarding when to use the embedded text-to-speech or non-embedded read-aloud Accommodation.  \n􀁸 Clarification of Braille Accommodation  \n􀁸 These guidelines are to be used for the California Alternate Assessments (CAA) . Students taking CAA and needing Designated Supports and/or Accommodations must have the Designated Support(s) and/or Accommodation(s) marked in the Test Operations Management System (TOMS) .  \n􀁸 Individualized Education Program (IEP) or Section 504 Plan indicators must beset in the California Longitudinal Pupil Achievement Data System (CALPADS) to access Accommodations test setting in TOMS. Students with IEPs must also have a Primary Disability code set in CALPADS.  \n􀁸 The California Department of Education (CDE) has added Unlisted Resources to facilitate student needs that are not addressed with these guidelines.  \nINSTRUCTIONS: I. BACKGROUND  \nAssembly Bill 484 (AB 484) was signed into law on October 2, 2013. The provisions of the new law, which took effect on January 1, 2014, established the California Assessment of Student Performance and Progress (CAASPP) . The CAASPP system replaces the Standardized Testing and Reporting (STAR) Program. Some pencil-and-paper assessments previously used in the STAR program will continue being used under the new CAASPP system.  \nII. PURPOSE OF GUIDELINES  \nThe LAUSD Accessibility and Accommodations Guidelines for Assessment of Common Core State Standards are designed for use by school-level personnel and decision-making teams:  \n􀁸 Individualized Education Program (IEP) teams  \n􀁸 Section 504 Plan teams  \n􀁸 Language Appraisal Teams (LAT), and  \n􀁸 Student Success Teams (SST)  \n􀁸 Coordination of Services Team (COST)  \nThe guidelines outlined below provide information for classroom teachers, special education teachers, school nurses, administrators, and related services personnel to use in selecting and administering accessibility tools and accommodations for those students who need them. There are three different levels of support available on Common Core-aligned state and district tests and assessments. These different levels are outlined in Sections IV, V and VI of this reference guide.  \nIII. DESIGNATED SUPPORTS AND ACCOMMODATIONS IN TOMS  \nThe Test Operations Management System (TOMS) is the overall registration system used by the Smarter Balanced assessments system. TOMS is the system through which users interact with and inform the test delivery system. In California, TOMS receives student demographic and program participation data from the California Longitudinal Pupil Achievement Data System (CALPADS) and is also used by District Test Coordinators (DCs) and School Test Coordinators (SCs) to assign Designated Supports and Accommodations. All embedded and non-embedded Designated Supports and Accommodations must be assigned in TOMS except for the Designated Supports noted on page 8.  \nSCs identified in the Principal’s Portal as the CAASPP Coordinator will be assigned a school TOMS account when the requisite security docum","cbCaicNRBahWk80N","https://ap.wps.com/l/cbCaicNRBahWk80N","pdf",589044,21,"English","# Purpose\n# Background\n# Purpose of Guidelines\n# Designated Supports and Accommodations in TOMS\n# Universal Accessibility Tools","[{\"question\":\"What is the purpose of the LAUSD Accessibility And Accommodations reference guide?\",\"answer\":\"It provides guidance for schools on Universal Accessibility Tools, Designated Supports, and Accommodations for Smarter Balanced and California Alternate Assessment tests, updated for the 2015-16 testing windows.\"},{\"question\":\"How are designated supports and accommodations assigned in TOMS?\",\"answer\":\"Specific supports and accommodations must be enabled in TOMS prior to testing by the SC or DC (or other assigned district staff), and settings must be indicated at least four days before the student’s scheduled session.\"},{\"question\":\"What systems are used to ensure students can access accommodations in TOMS?\",\"answer\":\"IEP or Section 504 Plan indicators must be set in CALPADS to access accommodations test settings in TOMS, and students with IEPs must also have a Primary Disability code set in CALPADS.\"}]","LAUSD Accessibility And Accommodations - REF-6420.1 - Reference Guide | PDF",1790993219,53]