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It explains who the manual is intended for, how accessibility supports may be modified and documented, and the reading requirements by role. The manual organizes universal tools, designated supports, and accommodations (embedded and non-embedded) and provides an alphabetical support index. 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Persons having questions about equal opportunity and nondiscrimination should contact the Deputy Superintendent of Public Instruction with the Oregon Department of Education.  \nOREGON DEPARTMENT OF EDUCATION  \n255 Capitol Street NE Salem, OR 97310  \n(503) 947-5600  \nDr. Charlene Williams  \nDeputy Superintendent of Public Instruction  \nDr. Andrea V. Lockard  \nAssistant Superintendent  \nContributors  \n\n| Julie Johansen | Jon Wiens | Dr. Audrey Lingley |\n| --- | --- | --- |\n| Director of Assessment & | Director of Reporting, | SEED Survey Specialist |\n| Student Reporting | Accountability & Data | Crystalyn Plattner |\n| Holly Carter | Carla Martinez | Administrative Specialist |\n| Senior Strategic Advisory, OTLA | Administrative Specialist | Tony Bertrand |\n| Jennifer Bell | Dr. Mariela Salas Bao | English Language Arts & Social |\n| Mathematics Assessment | Science Assessment Specialist | Sciences Assessment Specialist |\n| Specialist | Ben Wolcott | Beth LaDuca |\n| Sody Fearn | English Language Proficiency | NAEP State Coordinator |\n| K-2 Balanced Assessment Specialist | Assessment Specialist |  |\n|  | Contributing Organizations |  |\n\nSmarter Balanced Assessment  \nConsortium (SBAC)  \nCambium Assessment, Inc. (CAI)  \nEnglish Language Proficiency Assessment for the 21st Century  \n(ELPA21)  \nNational Assessment of Educational Progress (NAEP)  \nBehavioral Research & Teaching, University of Oregon  \n(BRT)  \nInterMountain & Willamette  \nEducation Service Districts  \nAll or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education and distributed for the cost of reproduction.  \nContents  \n1.0 INTRODUCTION ...................................................................................................................................4  \n1.1 Intended Audience and Recommended Use ................................................................................... 5  \nTable 1.1: Types of Accessibility Supports .........................................................................................5  \n1.2 Modifications................................................................................................................................... 7  \n1.3 Documenting Accessibility Supports................................................................................................ 7  \n1.4 Oregon Accessibility Manual Reading Requirements ...................................................................... 8  \nTable 1.2: Reading Requirements by Role .........................................................................................8  \n2.0 UNIVERSAL TOOLS ACROSS OSAS........................................................................................................9  \nTable 2.1: Embedded Universal Tools ................................................................................................9  \nTable 2.2: Non-embedded Universal Tools ...................................................................................... 10  \n3.0 DESIGNATED SUPPORTS ACROSS OSAS ............................................................................................. 11  \nTable 3.1: Embedded Designated Supports ..................................................................................... 11  \nTable 3.2: Non-embedded Designated Supports ...........................................................................","cbCaiuAlUmIZAyI3","https://ap.wps.com/l/cbCaiuAlUmIZAyI3","pdf",1543093,77,"English","# Contents\n## 1.0 Introduction\n### 1.1 Intended Audience and Recommended Use\n### Table 1.1: Types of Accessibility Supports\n### 1.2 Modifications\n### 1.3 Documenting Accessibility Supports\n### 1.4 Oregon Accessibility Manual Reading Requirements\n### Table 1.2: Reading Requirements by Role\n## 2.0 Universal Tools Across OSAS\n### Table 2.1: Embedded Universal Tools\n### Table 2.2: Non-embedded Universal Tools\n## 3.0 Designated Supports Across OSAS\n### Table 3.1: Embedded Designated Supports\n### Table 3.2: Non-embedded Designated Supports\n## 4.0 Accommodations Across OSAS\n### Table 4.1: Embedded Accommodations\n### Table 4.2: Non-embedded Accommodations\n## 5.0 Accessibility Supports in Alphabetical Order\n## Appendix A: Technology Skills Needed to Access English Language Proficiency Assessment\n## Appendix B: Guidelines for Signed Interpretation Support\n## Appendix C: Embedded Accessibility Support Settings\n## Appendix D: The Oregon Accessibility Panel\n## Appendix E: Approval Process for a New Accessibility Support\n## Appendix F: National Assessment of Educational Progress (NAEP)\n## Appendix G: Manipulatives\n## Appendix H: OSAS Accessibility Worksheets\n## Change Log","[{\"question\":\"Who is the intended audience for the Oregon Accessibility Manual and how should it be used?\",\"answer\":\"The manual includes a section outlining the intended audience and recommended use, guiding how readers apply accessibility supports in OSAS contexts.\"},{\"question\":\"How does the manual address modifications and documentation of accessibility supports?\",\"answer\":\"It provides guidance on making modifications and on how to document accessibility supports, including role-based reading requirements.\"},{\"question\":\"What categories of accessibility supports are organized across OSAS in the manual?\",\"answer\":\"Universal tools, designated supports, and accommodations are covered, with separate tables for embedded and non-embedded options, followed by an alphabetical access-supports index.\"}]","Oregon Accessibility Manual - 2026-27 School Year - Policy and Guidance | PDF",1791065619,194]