AF5: Professional Development and Technical Assistance

Statement

The state and local educational agencies (SEA and LEAs) provide or arrange for comprehensive professional development and technical assistance (TA) that address all areas of the provision and use of accessible formats.

Intent

All agency staff involved in ensuring effective IEP development and implementation, including technology (educational, instruction, information, and assistive) and general and special education, are provided with the necessary knowledge, support, and resources to effectively carry out their roles. Training matches specific roles with appropriate tools and practices. To minimize cost and duplication of effort across LEAs, the SEA coordinates learning opportunities and resources with federally and state-funded partners. 

Critical Components

To effectively address Quality Indicator AF5, the following components should be present: 

AF5.1 Professional Development Includes Accessible Formats

Topics related to the provision and use of accessible formats by students with disabilities are appropriately embedded in relevant professional development (PD) priorities, including core and elective subjects/coursework. 

AF5.1 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing	Scaling & Sustainability
The need to embed topics related to accessible formats in PD priorities has not yet been considered or is limited to special education.	The SEA and LEAs (“the agency”) are reviewing current PD priorities and identifying where topics related to accessible formats naturally align (e.g., curriculum adoption, personalized learning, accessibility). Planning is underway to embed accessible format topics into these existing initiatives. Coordination between curriculum, tech, and special education leaders is underway.	Topics related to the provision of accessible formats are integrated into some existing PD offerings within the agency (e.g., differentiating curriculum materials, use of assistive technology in general education). Both special education and general education staff begin to develop a common understanding of the provision and use of accessible formats by students with disabilities.	Topics related to the provision and use of accessible formats are an intentional component of all relevant PD priorities across the agency — especially those focused on instructional materials, IEP development, assessment, and subject area accommodations.

The scoring matrix is part of the Quality Indicator Self-Assessment Tools. 

AF5.2 Role-Specific Training

Training is differentiated by staff role and responsibilities.

AF5.2 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing (2)	Scaling & Sustainability
The need for differentiated training on the provision and use of accessible formats has not yet been considered.	The SEA and LEAs (“the agency”) are identifying key staff roles involved in the provision and use of accessible formats for students with disabilities. Planning is underway to define what each role needs to know and do to support effective implementation. Staff are coordinating to develop differentiated learning objectives, training outlines, or role-based modules.	The agency offers differentiated accessibility training for multiple staff roles (e.g., procurement, special education teachers, paraprofessionals), aligned to their specific responsibilities. Examples of training content include use cases, decision-making tools, and guidance tied to job functions. Feedback is gathered to refine and expand offerings to additional roles.	The agency routinely delivers differentiated training related to the provision and use of accessible formats based on staff roles. IEP teams, special education staff, general education staff, procurement teams, paraprofessionals, and related service providers have tailored learning pathways. Expectations are aligned with staff responsibilities, and systems are in place to onboard new personnel and refresh training over time.

AF5.3 Accessible Training Materials

Training materials are exemplars of accessibility, modeling best practices for providing accessible content for all participants.

AF5.3 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing	Scaling & Sustainability
The need for accessible training materials has not yet been considered.	The SEA and LEAs (“the agency”) are reviewing current training materials to identify accessibility gaps (e.g., missing alt text, unreadable slides, lack of captions). Planning is underway to adopt accessibility checkpoints in the PD development process. Staff responsible for training are learning how to apply accessibility principles to their content.	Some agency training materials and presentation resources demonstrate digital accessibility best practices (e.g., slide templates with proper heading structure, videos with captions, documents with accessible formatting). PD developers are using accessibility checklists, and internal reviews are helping to improve quality.	All agency training materials produced or shared model digital accessibility, including consistent use of accessible templates, media, and documents. Accessibility reviews are part of the standard PD development process. Materials are regularly updated to reflect evolving standards and staff feedback.

AF5.4 Leverage Existing Training Resources

Federally and state-funded training and TA resources are leveraged for evidence-based content and cost savings, including the National Instructional Materials Access Center (NIMAC), the state’s AT Act Program, State AEM Contact, and the National Center on Accessible Digital Educational Materials & Instruction (NCADEMI).

AF5.4 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing	Scaling & Sustainability
The need to leverage federally and state-funded resources to support the provision and use of accessible formats has not yet been considered.	The SEA and LEAs (“the agency”) are identifying relevant federally and state-funded resources and technical assistance providers. Staff have been assigned to initiate contact with the NIMAC, AT Act Program, AEM Contact, and NCADEMI about available training and TA.	The agency has begun using external TA center content and training modules to supplement internal PD. Select staff participate in webinars, learning communities, or consultations offered by the NIMAC, AT Act Program, and NCADEMI. Resources such as publications and learning modules are shared with educators. Efforts are underway to align these resources with state and local goals.	Federally and state-funded TA resources are systematically integrated into the agency’s PD strategy. Trainers use and adapt external materials for local implementation. The agency maintains active partnerships with TA providers and routinely updates internal resources using vetted, evidence-based tools. These collaborations strengthen quality, sustainability, and cost efficiency.

AF5.5 Training Material Repository

A centralized online repository of resources and archived training materials is maintained to stay current with available resources and best practices. 

AF5.5 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing	Scaling & Sustainability
The need for a centralized online repository of resources to stay current with available resources and best practices has not yet been considered.	The SEA and LEAs (“the agency”) are identifying existing training materials, templates, and reference documents that should be organized into a shared repository. Teams are planning the structure, access points (e.g., internal website or learning platform), and update procedures. Accessibility and usability of the repository itself are part of the planning process.	The agency has launched a centralized online repository that includes key guidance documents, recorded trainings, tools, and resources related to the provision and use of accessible formats. Content is curated in alignment with the procedures, tools, and services used/approved by the agency. Staff are encouraged to use and contribute to the repository. Feedback is being collected to inform development.	The agency’s online repository is a go-to source for current, relevant, and accessible training materials and guidance. It is maintained on a regular schedule and reflects updates to procedures, tools, and resources. Staff rely on it to access on-demand support, and feedback mechanisms inform ongoing improvement.

AF5.6 Designated Support Role

A designated accessible formats coordinator(s) or team is named for staff to provide feedback on professional development and related supports, request technical assistance, and receive timely guidance.

AF5.6 Self-Assessment Scoring Matrix

Not Started	Emerging	Operationalizing	Scaling & Sustainability
The need for a designated accessible formats coordinator(s) or team has not yet been considered.	The SEA and LEAs (“the agency”) are planning how to designate and support one or more staff members or team as the main point of contact for questions and feedback related to the provision and use of accessible formats. Roles, responsibilities, and procedures for intake and follow-up are being defined. Staff are being consulted about their support needs.	The agency has designated an accessible formats coordinator(s) or team, and staff are informed of how to reach them. This coordinator(s) or team is responding to questions about practices, resources, and PD. A process for tracking inquiries and collecting feedback on challenges is in use or being tested.	The agency’s designated coordinator(s) or team is a well-known and trusted resource within the agency. Staff routinely reach out for assistance and provide feedback through established channels. The coordinator(s) or team collaborates routinely communicate with leadership to address recurring issues, update resources, and support training. The accessible format coordinator role is integrated into the agency’s professional learning and technical support systems.