Critical Information about Accommodations for Students with Disabilities taking State Assessments

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1 Critical Information about Accommodations for Students with Disabilities taking State Assessments This document outlines the appropriate use of accommodations for students with disabilities. For purposes of state assessments, students needing accommodations due to a disability include students with an identified disability who receive special education services and meet established eligibility criteria for certain accommodations students with an identified disability who receive Section 504 services and meet established eligibility criteria for certain accommodations students with a disabling condition who do not receive special education or Section 504 services but meet established eligibility criteria for certain accommodations For students who receive special education or Section 504 services, the decision to use accommodations during the state assessments is made by the ARD committee or Section 504 placement committee. In those rare instances where a student does not receive services but meets the eligibility criteria because of a disabling condition, the decision about using accommodations on the assessments is made by the appropriate team of people at the campus level, such as the Response to Intervention (RTI) team or student assistance team. Understanding the basic principles of accommodations helps ensure their appropriate use in all educational settings. Accommodations are changes to instructional materials, procedures, or techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction should be effective in allowing a student access to the Texas Essential Knowledge and Skills (TEKS) must be individualized for each student are intended to reduce the effect of a student s disability can change over the course of the school year or from year to year based on student needs might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment should be documented in the appropriate student paperwork should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year are not necessary for every student are not changes to the performance criteria of an assignment or assessment are not changes to the content being assessed and should not replace the teaching of subject-specific knowledge and skills as outlined in the TEKS should not be provided to an entire group of students, such as those in the same classroom or disability category, as a one-size-fits-all accommodation are not intended to provide an advantage to a student with a disability (e.g., increase a passing score to a higher score) should not be provided to a student without evidence of effectiveness from year to year Student Assessment Division 1 of 4

2 Accommodations During Classroom Instruction and Testing Critical Information about Accommodations for Students with Disabilities Accommodations are changes to the materials, procedures, or techniques that allow a student with a disability to participate meaningfully in grade-level or course instruction. The use of accommodations occurs primarily during classroom instruction as educators use various instructional strategies to meet the needs of each student, thus allowing each student to maximize his or her academic potential. In many instances, students use an accommodation only on a temporary basis while they are learning a new skill. In some cases, though, a student might require the accommodation throughout the school year or over several years. In order to make accommodation decisions for students, educators should have knowledge of the TEKS and how a student performs in relation to them. Educators should also collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports) so that informed educational decisions can be made for each student. By analyzing data, an educator can determine if the accommodation becomes inappropriate or unnecessary over time due to the student s age or changing needs. Likewise, data can confirm for the educator that the student still struggles in certain areas and should continue to use the accommodation. Accommodations During State Assessments Educators, parents, and students must understand that accommodations provided during classroom instruction and testing might differ from accommodations allowed for use on state assessments. While classroom instruction can be individualized to meet the unique educational needs of each student, the state assessment is a standardized tool for measuring every student s learning in a reliable, valid, and secure manner. Certain accommodations used in the classroom would invalidate the content being assessed or compromise the security and integrity of the state assessment. For this reason, not all accommodations suitable for instruction are allowed during the state assessments. The decision to use an accommodation during a state assessment should be made on an individualstudent basis and take into consideration the needs of the student and whether the student routinely receives the accommodation during classroom instruction and testing. A student who is unaccustomed to using a particular accommodation might be hindered rather than helped by an accommodation not routinely used. However, this does not mean that the accommodation must be used every day during instruction. Routine accommodation use, as defined by the Texas Education Agency (TEA), results in two important outcomes. 1. The student has used the accommodation often enough during classroom instruction and testing that he or she is able to use it independently during the state assessment. Independent accommodation use is applicable to some accommodations (e.g., calculator) but not to others (e.g., oral administration). 2. The accommodation has proven to be effective in meeting the student s specific needs, as evidenced by student scores or teacher observations with and without accommodation use. It is important to keep in mind that the policies for accommodation use on state assessments should not limit an educator s ability to develop individualized materials and techniques to facilitate student learning. Instruction comes first and can be customized to meet the needs of each student. Unlike instruction, state assessments must be standardized so that student results can be compared and interpreted. NOTE: Test administration procedures and materials that any student may use on state assessments are described in the Allowable Test Administration Procedures and Materials document Student Assessment Division 2 of 4

3 Critical Information about Accommodations for Students with Disabilities on the Accommodation Resources webpage. These are not considered testing accommodations and are allowed for any student who needs them. The Accommodation Triangle After determining which accommodations are effective for a student, the educator should investigate whether each accommodation is allowed on a particular state assessment, as not all accommodations are applicable to all assessments. The Accommodation Triangle below organizes accommodations for students with disabilities by type, depending on the decision-making authority appropriate team of people at the campus level or approval of an Accommodation Request Form by TEA. The complete Accommodation Triangle, with links to each accommodation policy, is available on the Accommodations for Students with Disabilities webpage. Type 1 Type 2 Type 1 accommodations approved locally: This type of accommodation is available for students who meet specific eligibility criteria. The decision to provide a Type 1 accommodation to a student is made by the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team). It is not necessary to submit an Accommodation Request Form to TEA. Type 2 accommodations requiring TEA approval: This type of accommodation requires the submission of an Accommodation Request Form to TEA. For accommodations listed in the Accommodation Triangle under Type 2, the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team) determines whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA. Accommodation Request Forms must be received by TEA according to the posted deadlines. Late requests will NOT be processed unless circumstances involving the student change after the deadline (e.g., newly enrolled student, medical emergency, updated ARD committee decisions). The request must be approved by TEA before a student can use the accommodation on the state assessment. Any accommodation that requires the submission and approval of an Accommodation Request Form must be documented in the Student Assessment Division 3 of 4

4 Critical Information about Accommodations for Students with Disabilities student s paperwork as pending TEA approval. In the event that a request is denied, the campus should be prepared to meet the student s needs with allowable accommodations. Planning for Testing Accommodations Careful review of state accommodation policies is required so that students receive only those accommodations that are allowed or approved by TEA for use on state assessments. Testing coordinators, test administrators, and other campus personnel involved in state testing must consider the following questions related to providing accommodations on test day. Which students will receive accommodations on test day? What special arrangements need to be considered for students who will use accommodations on test day? For example, ensuring that calculators and other equipment have sufficient batteries or choosing separate settings for students who use certain accommodations requires advance planning. What staff training is needed to properly provide certain testing accommodations? For instance, transcribing a student s responses onto an answer document or providing an oral administration requires advance training. What campus and district procedures are in place to ensure test security? What procedure is in place and who is responsible for recording accommodations on the answer document or in the Assessment Management System for online tests? Student Assessment Division 4 of 4

5 Type 1 Individualized Structured Reminders Description of Accommodation This accommodation allows a test administrator to provide a student with a disability individualized structured reminders to stay on task during state testing beyond what is required or allowed for any student during the standard administration procedures. Assessments For a student who meets the eligibility criterion, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A TELPAS grades 2 12 reading Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 1 of 2

6 Individualized Structured Reminders Examples/Types This accommodation includes but is not limited to paperclips or adhesive notes used to divide test into sections more-frequent or less-frequent reminders of time left to test than required in the standard administration procedures structured reminders that are part of a behavior plan personal timer or clock set to remind a student to move on to the next question, page, or section or to remind a student to stop at preestablished times during the test index cards that have handwritten or color-coded reminders to continue working Special Instructions/Considerations 1. General reminders to stay on task (e.g., test administrator taps student on the shoulder, verbal reminder to continue working) are allowable test administration procedures for any student who needs them per the Allowable Test Administration Procedures and Materials document on the Accommodation Resources webpage. General reminders are not considered accommodations; however, when a student requires more individualized structured reminders, the appropriate team of people at the campus level need to determine eligibility and document the decision in the appropriate paperwork. 2. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 3. Some students might need assistance with certain reminders (e.g., inserting paperclips, setting the timer). This is allowable; however, it is preferable that the student, rather than the test administrator, direct or control the use of the reminder when possible. Accommodations for Students with Disabilities 2 of 2

7 Type 1 Description of Accommodation Amplification Devices This accommodation reduces the interference of background noise and the effect of distance between a speaker and a student whose disability affects hearing or focus in large-group settings. Assessments For a student who meets the eligibility criterion, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A TELPAS grades 2 12 reading Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 1 of 2

8 Amplification Devices Examples/Types This accommodation includes but is not limited to speakers frequency-modulated (FM) system Special Instructions/Considerations A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. Accommodations for Students with Disabilities 2 of 2

9 Type 1 Description of Accommodation Projection Devices This accommodation allows for enlarging text, graphics, or the display on a computer monitor for a student with a disability. Assessments For a student who meets the eligibility criterion, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A TELPAS grades 2 12 reading Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 1 of 2

10 Projection Devices Examples/Types This accommodation includes but is not limited to closed-circuit television (CCTV) document camera LCD projector (for tests administered online) Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. Secure test materials cannot be saved in any way in order to use this accommodation. In addition, it is a local responsibility to ensure that devices with recording capabilities have that capability disabled. 3. If secure test materials must be photocopied in order to use this accommodation, refer to the Photocopying Test Materials accommodation policy. Accommodations for Students with Disabilities 2 of 2

11 Type 1 Description of Accommodation Manipulating Test Materials This accommodation allows the test administrator to physically manipulate test materials, online tools, and equipment for a student with a disability who is unable to do so independently. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A TELPAS grades 2 12 reading Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing, and rrhas a disabling condition that interferes with the physical manipulation of test materials. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 1 of 2

12 Manipulating Test Materials Examples/Types This accommodation includes but is not limited to turning test booklet pages per student directions positioning the ruler per student directions using the mouse to navigate the pages and operate the tools in an online administration per student directions operating technology per student directions highlighting per student directions positioning mathematics manipulatives per student directions Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. The student must give specific directions about how the test administrator should manipulate test materials, online tools, and equipment. 3. The test administrator may not provide feedback regarding the correctness of the student s directions. 4. Manipulating test materials must be done by a trained test administrator who has signed the Oath of Test Security and Confidentiality for Test Administrator. This includes the bottom section of the oath for test administrators who are authorized to view secure state assessments. Responding to test questions, making notes about test questions, and discussing the content of the test at any time are prohibited. 5. If a student needs his or her responses to test questions (i.e., multiple choice, griddable, short answer, writing prompt) transcribed onto an answer document or into the Assessment Management System for online administrations, refer to the Basic Transcribing or Complex Transcribing accommodation policies. Accommodations for Students with Disabilities 2 of 2

13 Type 1 Description of Accommodation Oral/Signed Administration This accommodation allows test material to be read aloud to a student with a disability. NOTE: All references to reading support during an oral administration also apply to signing during a signed administration. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR, STAAR Spanish, and STAAR L mathematics (grades 3 8 and Algebra I) Test questions, answer choices, and required reference materials may be read aloud to a student STAAR, STAAR Spanish, and STAAR L science (grades 5 and 8 and biology) Test questions, answer choices, and required reference materials may be read aloud to a student STAAR and STAAR L social studies (grade 8 and U.S. history) Test questions and answer choices may be read aloud to a student STAAR and STAAR Spanish grades 3 8 reading Test questions, answer choices, and required reference materials may be read aloud to a student Reading selections may NOT be read aloud to a student STAAR grade 7 writing Required reference materials may be read aloud to a student Revising and editing passages, test questions, and answer choices may NOT be read aloud to a student NOTE: There are no required reference materials for the grade 4 writing assessment; however, allowable accommodations may be read aloud to an eligible student (refer to number 4 in the Special Instructions/Considerations section). STAAR English I and English II Reading section: test questions, answer choices, and required reference materials may be read aloud to a student Reading section: reading selections may NOT be read aloud to a student Writing section: required reference materials may be read aloud to a student Writing section: revising and editing passages, test questions, and answer choices may NOT be read aloud to a student Accommodations for Students with Disabilities 1 of 4

14 Oral/Signed Administration Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing, and rrmeets at least one of the following: The student receives special education services and is identified with dyslexia or a related disorder per TEC The student receives special education services and has evidence of reading difficulties. The student receives Section 504 services and is identified with dyslexia or a related disorder per TEC The student receives Section 504 services and has evidence of reading difficulties. The student does not receive special education or Section 504 services but is identified with dyslexia or a related disorder per TEC Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, OA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 2 of 4

15 Oral/Signed Administration Examples/Types Several types of oral administration are available, some of which require a decision about student eligibility. Oral Administration of Paper Tests, Braille Tests, and EOC Online Tests All guidelines for oral administration apply to paper tests, braille tests, and EOC online tests. Oral administration of these tests should only be provided to an eligible student by a trained test administrator. Test administrators must be trained in the procedures specific to an oral administration. General guidelines for providing an oral administration and specific instructions for reading aloud various types of test questions can be found in the Oral/Signed Administration appendix of the appropriate test administrator manual. Oral administration can include different levels of reading support for each eligible student. The test administrator may read parts of the test questions and answer choices at student request read all test questions and answer choices throughout the test It is the responsibility of the appropriate team of people at the campus level (e.g., ARD committee, Section 504 placement committee, RTI team, student assistance team) to determine eligibility and document the level of reading support the student needs in the appropriate student paperwork. A student can request a change to the level of reading support provided during testing only if this option is documented. Test administrators must be made aware of the level of reading support each student is to receive and whether the student can change the level of reading support during testing, based on the documentation in the student s paperwork. Standardized Oral Administration The standardized oral administration (SOA) for STAAR is offered statewide as an online option for oral administration. Districts have the opportunity to test eligible students using SOA in the following grades and subjects: grade 4 reading and mathematics grade 5 science grade 6 reading and mathematics grade 7 reading and mathematics grade 8 science and social studies All guidelines for oral administration apply to SOA. The online tool through which SOA is delivered allows a student to independently select and change his or her level of reading support during the test administration. SOA should only be administered to an eligible student for whom the appropriateness of this type of oral administration has been discussed and documented. It is recommended that students complete the STAAR SOA online tutorial prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online SOA test session. A link to the tutorial, along with specific information regarding setting up and managing SOA online test sessions, is available on the SOA webpage. Accommodations for Students with Disabilities 3 of 4

16 Oral/Signed Administration Text-to-Speech Function in STAAR L The embedded text-to-speech tool in STAAR L reads aloud individual words as a student clicks on them. If this type of reading support is sufficient, students who meet the eligibility requirements for STAAR L do not have to be eligible for an oral administration as well. However, because the purpose of the tool is to help students decode words in English, the tool does not read aloud numbers, symbols, equations, or multiple words at a time. Therefore, if a student needs all of the test questions and answer choices throughout the test read aloud, he or she must be eligible for oral administration as an accommodation. Specific information regarding the text-to-speech functionality of STAAR L, as well as instructions for test administrators can be found in the test administration manuals. It is important to note that a test administrator may provide a signed administration of STAAR L if needed. These same guidelines that describe when to determine eligibility for an oral/signed administration must be adhered to. It is recommended that students complete the applicable online tutorial prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online STAAR L test session. A link to the STAAR L tutorial, along with specific information regarding setting up and managing online test sessions, is available at Text-to-Speech Function in STAAR A Students who meet the eligibility requirements for STAAR A do not have to be eligible for an oral administration. This is an embedded accommodation within STAAR A. The online tool through which STAAR A is delivered allows a student to independently select various levels of reading support during the test administration. Specific information regarding the text-to-speech functionality of STAAR A, as well as instructions for test administrators can be found in the appropriate test administrator manual. It is important to note that a test administrator may provide a signed administration of STAAR A if needed. The student does not have to be eligible for an oral/signed administration in this case either. It is recommended that students complete the applicable online tutorial prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online STAAR A test session. A link to the STAAR A tutorial, along with specific information regarding setting up and managing online test sessions, is available at Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. Any type of oral administration in which the test administrator has to view a secure state assessment requires that the test administrator sign the Oath of Test Security and Confidentiality for Test Administrator. This includes the bottom section of the oath for test administrators who are authorized to view secure state assessments. Responding to test questions, making notes about test questions, and discussing the content of the test at any time are prohibited. 3. It is the responsibility of the district/campus to determine the most appropriate way to group students in order to provide a proper test administration. 4. Allowable accommodations (e.g., dictionary, supplemental aid) may be read aloud to an eligible student. 5. If providing an oral administration to a student taking a braille test, refer to the document titled General Instructions for Administering Braille State Assessments, located on the Accommodations for Students with Disabilities webpage. 6. If conducting a signed administration to students who are deaf or hard of hearing, test administrators should also read the specific guidelines for signing test content included in the document titled General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing, located on the Accommodation for Students With Disabilities webpage. Accommodations for Students with Disabilities 4 of 4

17 Type 1 Description of Accommodation Spelling Assistance This accommodation provides various types of spelling assistance for a student who has a disability that affects spelling. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR, STAAR Spanish, and STAAR A grades 4 and 7 writing Spelling Assistance may be used on written compositions. Spelling Assistance may NOT be used on the multiple-choice revising and editing section. STAAR and STAAR A English I and English II Spelling Assistance may be used on short answer reading questions and the written compositions. Reading Section: spelling assistance may NOT be used on the reading selections or multiple-choice questions. Writing Section: spelling assistance may NOT be used on the multiple-choice revising and editing section. Student Eligibility Criteria A student may use this accommodation if he or she r receives special education or Section 504 services, r routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and rris capable of organizing and developing ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that he or she cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. Accommodations for Students with Disabilities 1 of 2

18 Spelling Assistance No Accommodation Request Form required. ARF Examples/Types This accommodation may include only frequently misspelled word list (e.g., student-made, teacher-made, commercially produced) spell check function on a word processor pocket spellchecker word-prediction software text-to-speech software or devices (i.e., software or devices that read aloud studentgenerated text) speech-to-text software (i.e., software that converts the student s spoken language into print) Special Instructions/Considerations 1. A student who uses this accommodation may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. The use of spelling assistance as a testing accommodation should not replace the teaching of spelling skills as outlined in the TEKS. 3. Dictionaries are a required part of standard test administration procedures (and not considered a testing accommodation) for some state assessments. For more information, refer to the STAAR Dictionary Policy on the STAAR Resources webpage. For these assessments, any spelling assistance listed in the Examples/Types section may be provided, along with the required dictionary, to a student who meets the eligibility criteria. 4. If a student needs his or her typed response transcribed onto an answer document or into the Assessment Management System for online administrations, refer to the Basic Transcribing accommodation policy. 5. Districts are required to have procedures in place to prevent the use of cell phones and personal electronic devices during test administrations. Electronic devices can disrupt the testing environment and compromise the security and confidentiality of the test. When using technology-based accommodations (e.g., speech-to-text, text-to-speech), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities cannot be used. Accommodations for Students with Disabilities 2 of 2

19 Type 1 Description of Accommodation Mathematics Manipulatives Manipulatives are concrete objects or pictures of concrete objects for a student with a disability to move and touch in order to visualize abstract concepts. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR, STAAR Spanish, STAAR L, and STAAR A mathematics (grades 3 8 and Algebra I) Student Eligibility Criteria A student may use this accommodation if he or she r receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC , r routinely, independently, and effectively uses this accommodation during classroom instruction and testing, and rrmeets at least one of the following. The student has a disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information as effectively as non-disabled peers despite multiple opportunities to learn, varied instructional strategies, and high-quality instruction. The student has a Visual Impairment (VI). Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Accommodations for Students with Disabilities 1 of 2

20 Mathematics Manipulatives Examples/Types This accommodation may include only real or play money (both heads and tails) clocks (with or without numbers shown on clock face) base-ten blocks various types of counters (e.g., two-sided chips, blocks, beans) algebra tiles; the tiles should NOT contain words, labels, pictures, acronyms, mnemonics, numbers, symbols, or variables fraction pieces (e.g., fraction bars, fraction circles); the fraction pieces may be labeled to show each individual fraction, but they should NOT show equivalencies (e.g., 1/2 = 2/4 = 0.5 = 50%) or the cumulative sequence (e.g., 1/4, 2/4, 3/4, 4/4) geometric figures that are grade- or course-appropriate; the figures may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms; the figures should NOT contain words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables translucent (tracing) paper Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. Using mathematics manipulatives as an accommodation during classroom instruction and testing should not replace the teaching of subject-specific skills as outlined in the TEKS. The student must be able to understand the information that the mathematics manipulatives provide and simply need assistance recalling or visualizing the concepts. 3. The test administrator may not remind the student to use the mathematics manipulatives or explain to the student how to use them. Accommodations for Students with Disabilities 2 of 2

21 Type 1 Description of Accommodation Calculation Devices This accommodation provides an alternate method of computation for a student with a disability who is unable to effectively use paper-and-pencil methods. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR, STAAR Spanish, STAAR L, and STAAR A grades 3-7 mathematics STAAR, STAAR Spanish, STAAR L, and STAAR A grades 5 and 8 science Student Eligibility Criteria A student may use this accommodation if he or she r receives special education or Section 504 services, r routinely, independently, and effectively uses the accommodation during classroom instruction and testing, and rrmeets at least one of the following for the applicable grade. Grades 3 and 4 The student has a physical disability that prevents him or her from independently writing the numbers required for computations and cannot effectively use other allowable materials to address this need (e.g., whiteboard, graph paper). The student has an impairment in vision that prevents him or her from seeing the numbers they have written during computations and cannot effectively use other allowable materials to address this need (e.g., magnifier). Grades 5 through 8 The student has a physical disability that prevents him or her from independently writing the numbers required for computations and cannot effectively use other allowable materials to address this need (e.g., whiteboard, graph paper). The student has an impairment in vision that prevents him or her from seeing the numbers they have written during computations and cannot effectively use other allowable materials to address this need (e.g., magnifier). The student has a disability that affects mathematics calculations. Even after intensive instruction and remediation, the student is consistently unable to memorize basic addition, subtraction, multiplication, or division facts or perform the steps in an algorithm correctly when solving problems. Accommodations for Students with Disabilities 1 of 2

22 Calculation Devices Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. No Accommodation Request Form required. ARF Examples/Types This accommodation may include only four-function calculator scientific calculator graphing calculator large-key calculator abacus or Cranmer modified abacus audio-graphing calculator speech-output calculator Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. The use of a calculation device as a testing accommodation should not replace the teaching of basic computation skills as outlined in the TEKS. 3. Calculators used by eligible students as a testing accommodation must adhere to the guidelines set forth in the STAAR Calculator Policy on the STAAR Resources webpage. 4. Calculators are a required part of standard test administration procedures (and not considered a testing accommodation) for some state assessments. For more information, refer to the STAAR Calculator Policy on the STAAR Resources webpage. For these assessments, a simpler calculator may be provided (if necessary), along with the required calculator, to a student who is receiving special education or Section 504 services. Accommodations for Students with Disabilities 2 of 2

23 Type 1 Description of Accommodation Basic Transcribing This accommodation allows a test administrator to transfer student responses onto an answer document or into the Assessment Management System for online administrations when a student with a disability is unable to accomplish this task independently. Assessments For a student who meets the eligibility criteria, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A TELPAS grades 2 12 reading Student Eligibility Criteria A student may use this accommodation if he or she r routinely and effectively uses this accommodation during classroom instruction and testing, and rrmeets at least one of the following. The student has an impairment in vision that necessitates the use of braille or largeprint test materials. The student has a disabling condition (e.g., severe fine motor deficits, visual tracking difficulties, difficulty with letter formation) that prevents him or her from independently and effectively recording responses in the bubbles or on the lined pages of the answer document despite multiple unsuccessful attempts to indicate responses on a format similar to an answer document. Authority for Decision and Required Documentation For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student s IEP. For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student s IAP. For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) based on the eligibility criteria and is documented according to district policies. In the case of an ELL with a disability, the decision should be made by the applicable group above in conjunction with the student s LPAC. The decision is to be documented by the LPAC in the student s permanent record file and by the other applicable group, as described above. After state testing, GA must be recorded in the ACCOMM. field on the student s answer document or in the Assessment Management System for online administrations. This indicates that an allowable general accommodation was made available to the student. Accommodations for Students with Disabilities 1 of 4

24 Basic Transcribing No Accommodation Request Form required. ARF Examples/Types The test administrator may carry out Basic Transcribing to transfer student responses onto the answer document or in the Assessment Management System for online administrations in these situations only. The student writes or circles responses in the test booklet for multiple-choice or griddable questions. The student points to responses in the test booklet or on the computer screen for multiple-choice questions. The student dictates or signs responses for multiple-choice questions, griddable questions, or short-answer reading questions. The student writes responses on another workspace (e.g., scratch paper, dry erase board) or types responses on a word processor for multiple-choice questions, griddable questions, short-answer reading questions, or the writing prompts. The student uses speech-to-text software to indicate responses for multiple-choice questions, griddable questions, short-answer reading questions, or the writing prompts. Special Instructions/Considerations 1. A student who uses this accommodation may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. 2. Student responses cannot be scored unless they are recorded using a No. 2 pencil on an answer document, or recorded into the Assessment Management System for online administrations. 3. A test administrator who transcribes for a student should be trained in all transcription procedures and understand the boundaries of the assistance being provided. The role of the test administrator is to record on the answer document exactly what the student has indicated. The test administrator may not edit or alter student responses in any way and may not provide feedback regarding the correctness of the student s response. 4. Basic transcribing must be done by a trained test administrator who has signed the Oath of Test Security and Confidentiality for Test Administrator. This includes the bottom section of the oath for test administrators who are authorized to view secure state assessments. Responding to test questions, making notes about test questions, and discussing the content of the test at any time are prohibited. 5. When transcribing a student s responses to griddable questions, the Transcribing Griddable Questions student document must be printed and provided to each student who does not use his or her answer document so that the student is aware of the maximum number of boxes available for an answer to a griddable question. Blank Transcribing Griddable Accommodations for Students with Disabilities 2 of 4

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