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CAASPP Designated Supports and Accommodations 202 5-26

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Objectives & Agenda

Objectives:

Learn how to apply recommendations for assigning Designated Supports and Accommodations

Learn how to assign and confirm Designated Supports and Accommodations on TOMS

Agenda:

Usability and CAASPP Testing
Types of Supports
Common mistakes when assigning supports
How to Assign Supports
Practice in choosing

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California Assessment of Student Performance and Progress (CAASPP)

Smarter Balanced Assessments (SBA)

English language Arts/Literacy and mathematics
Grades 3-8, 11

Item Types:

Computer Adaptive Test: Selected response and constructed response
ELA Performance Task Constructed response and essay Math: Problem-solving task

California Science Test (CAST)

Grades 5, 8 and 11

Item Types:

Computer Adaptive Test: Selected response and constructed response
Performance Tasks: Problem-solving task

California Alternate Assessment (CAA)

Students with the most significant cognitive disabilities: IEP designates the use of an alternate assessment on statewide summative assessments
ELA, Math, Science (One-to-One Administration)
Grades 3-8, 11

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Supports: Embedded and Non-Embedded

Embedded resources are digitally delivered as part of the technology platform for the computer-based tests.

Example: Text-to-Speech, Mouse Pointer, Glossary

Non-embedded resources are not part of the computer platform and are provided by the school site.

Separate setting, Noise buffers, Paper Multiplication Table, Paper Number Table, Fidget Spinner

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Universal Tools, Designated Supports, and Accommodations

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Universal Tools:

Available to all; based on student preference and selection (e.g., breaks, strikethrough, highlighter).

Designated Supports:

Need to be indicated by an educator or group of educators (e.g., color contrast, read aloud, glossary, magnification). Must be activated 24 hours in-advance.

Accommodations:

Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe)

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Universal Tools, Accommodations, Designated Supports

W = writing R = reading L = listening

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Assigning Supports

Student Accessibility Reference Tool (SART)

Identify students who may benefit from supports.
Select the appropriate designated supports and accommodations for each student. The SART Tool can be used to help match student need to available supports.
IEPs and SEIS must reflect current designated supports and accommodations.
Check which students have been assigned Designated Supports/Accommodations
Supports will activate for each student at log-in.

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Text-to-Speech and Read Aloud

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Text-to-speech

Text is read aloud via computer-generated voice
Accommodation or Designated Support

Read Aloud

Text is read aloud via trained and qualified human reader
Accommodation or Designated Support

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Text-to-speech and Read Aloud

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Support	Accommodation or Designated Support	Who	Description	Recommendation	How to access
Text to Speech & Read Aloud	Accommodation	Significant Visual impairment, reading disability	Reading passages	Significant visual impairment, Documented reading disability in grades K-2	SEIS
Text to Speech & Read Aloud	Designated Support	For some English Learners and General Education	Math items and ELA items only, not reading passages	For English Learners and General Education who regularly use this intervention	Illuminate

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Text-to-Speech and Speech-to-Text

Text-to-Speech

Speech-to-Text

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Computer-generated voice reads to a student

Computer records student dictation

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Calculators

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Non-embedded Designated Support

Students can use a stand-alone physical calculator (including braille or talking calculators) for calculator-allowed items

Teacher Recommendation
CAST Science grades 5, 8 and 11

Embedded Universal Tool

On-screen calculator appears automatically for calculator-allowed math and CAST Science items

Available to all students when it appears next to the question
Math and CAST Science grades 6-8, CAST Science grade 5

Non-embedded Accommodation

Students can use a stand-alone physical calculator (including braille or talking calculators) for calculator-allowed items

IEP only
Math grades 6-8 and 11

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Ensure SEIS is Current

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Special Education Information System must reflect Designated Supports and Accommodations
Will be loaded to TOMS from SEIS
Supports active on both IABs and Summative Smarter Balanced
Focus on IEPs on current students in grades 3, 10 & 11

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Assigning Supports

Students without an IEP

Test coordinators, GE and EL teachers should activate designated supports for students in GE through Renaissance DnA

How-to Renaissance DnA

2025-26 Smarter Balanced Designated Supports

Students with an IEP

Case managers should activate Designated Supports and Accommodations for students with IEPs through SEIS

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Universal tools are already activated for all student automatically
Contact AAO if you need to activate accommodations for students with 504s
Contact AAO if you need to activate a support (Spanish translation for instance) for the whole class
Check 2025-26 SBA Designated Supports and Accommodations

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Time for Practice

SART 2025-26

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Maria, grade 5, has an IEP for a specific learning disability. She has an identified area of need for mathematics, presenting with dyscalculia and extreme difficulty with arithmetic.

Maria usually uses a calculator in class. She also uses a number table, and multiplication chart. Staff often scaffolds instructions. She uses color overlays for assignments. ELPAC has indicated that she is well-developed in English.

What designated supports and accommodations will you configure for Maria’s Smarter Balanced assessment?

Maria: Case Study 1

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Recommendations for Maria

Color contrast (what colors would you select?)

Number table
Multiplication table
Separate setting
No Calculator for Maria (why not?)
Simplified test directions
Illustration Glossary

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Katy, grade 11, has an IEP for her mild autism spectrum disorder. She requires support for attention difficulties, reading comprehension, auditory processing and cognition. Her IEP goals emphasize sensory stimulation, skills development and motivation.

In class, she sometimes uses assistive technology to convert digital and printed text to a synthetic voice. She works better in a quiet environment.

What designated supports and accommodations will you configure for Katy’s Smarter Balanced assessment?

Katy: Case Study 2

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Recommendations for Katy

Katy:

Streamlining
Speech-to-text
Text-to-speech or read-aloud
Color contrast
Masking
Noise buffers
Sensory Items: added this year as a non-embedded accommodation for students whose IEPs specify test support of tactile input (fidget toys, stress balls, seat cushions)

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Travis, grade 7, has had several SST meetings and has been referred for an initial IEP to determine eligibility. He does not have an IEP. Although he is well-behaved and attentive in classes, he is struggling in all subject areas.

In the computer lab, he is very distracted by the various computer settings, such as volume control and screen brightness, and often spends the period adjusting the settings, instead of completing work.

What designated supports and accommodations will you configure for Travis’ Smarter Balanced assessment?

Travis: Case Study 3

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Recommendations for Travis

Read-aloud
Color contrast (what colors would you select?)
Masking
Simplified test directions
Turn off any universal tool
Illustration Glossary

NO Sensory Items (why not?)

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Next Steps

Case Managers ensure SEIS Statewide Assessments page is current

EL Teachers or Test Coordinators enter EL supports

Students should be familiar with supports prior to beginning CAASPP testing

Students should use supports in class frequently, if possible

Don’t overwhelm students with too many supports

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Reminders

Try supports first on practice tests and interim assessments before assigning on a high-stakes state test

Make sure supports or accommodations are ready on testing days (headphones, separate setting, one-on-one support staff, etc)

Request protocols and follow carefully when using read-aloud and scribe

Make sure supports are active when student logs-in. Supports cannot be added or removed once testing has started

Remember that schools must provide all non-embedded supports (bilingual dictionary, noise buffer, humans for read-aloud and scribe)