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Intellectual Property Statement

They are intended for use by session participant at the classroom, campus, or district level only. Materials are to be used “as is” without modification.

Materials may not be used for personal benefit or financial gain or for use outside of the school system.

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Relevant district and campus staff must read and examine all of the policies and related resources at the TEA Website to make decisions based on each individual student’s need.

This training is not intended to replace any materials or additional information on the TEA website.

Disclaimer

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“Access”ing the STAAR�

Presented by

Diana Saenz, M. Ed.

Special Education Specialist

Special Education Department

Division of Curriculum, Instruction, and Accountability

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Instruction comes first and must 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.

Accommodations for Instruction:

tools used for the student regularly in class to access instructional material and demonstrate knowledge in class.

not all of these are allowable on state assessments

should be effective in allowing a student access the TEKS

can change over the course of the school year or from year to year based on student needs

evaluated regularly to determine effectiveness and help plan for future accommodations

not changes to the performance criteria of an assignment or assessment

no changes to the content being assessed

not intended to provide an advantage to a student with a disability or an ELL

should not be provided to a student without evidence of effectiveness

Accommodations for State Assessments:

well defined list provided by TEA.

any allowable state assessment accommodation used for a student also be used in instruction routinely and effectively for the student

maintain the integrity of the assessment

avoid leading to or providing the student a direct answer

allow a student to respond using a mode that is appropriate for the student

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Rationale Behind Assigning Supports For Assessment

Allow ALL test takers to demonstrate their knowledge of the content being tested without the format of the assessment, non-tested language, or the type of response needed to answer the questions serving as barriers to their success.
Ensure that all students can interact appropriately with the content, presentation, and response mode of the test.
Provide students with techniques or tools needed to achieve access.
Provide qualified students effective and equitable access to both grade-level curriculum and assessments.
The goal of accommodations is to level the playing field and provide equal opportunities for students with unique needs.

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INFORMATION ON ACCOMMODATIONS

Routinely	Independently	Effectively
The student should routinely receive the accommodation during classroom instruction and testing. The student has used the accommodation often enough that he or she is comfortable using it on the day of the state assessment. This does not necessarily mean that the accommodation must be used every day during instruction [and/or in all subject areas]. Take into consideration the needs of the student and whether the student routinely receives the accommodation during instruction and testing. A student who is unaccustomed to using an accommodation might be hindered rather than helped by an accommodation not routinely used.	The student should be able to use the accommodation without assistance. This is only possible if its’ use IS routine and effective. The student should be able to use the accommodation independently, when applicable, during the state assessment. For accommodations where independence is applicable, there should be no need for teacher assistance when using the accommodation.	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. Data should indicate that the implemented accommodations allow the student to Access and Make Progress in the grade level curriculum. Educators should [periodically] collect and analyze data pertaining to the use and effectiveness of accommodations (e.g., assignment/test scores with and without the accommodation, observational reports). This data will show whether the student still needs the accommodation or whether it is now unnecessary.

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RTI, Student Assistance Team, or other related support (struggling learners)
Basic Transcribing Braille Individualized Structured Reminders Large Print Manipulating Test Materials Mathematics Manipulatives Oral/Signed Administration Supplemental Aids

Admission, Review, and Dismissal (ARD) Committee (special education students)
Basic Transcribing Braille Calculation Aids Content and Language Supports Individualized Structured Reminders Large Print Manipulating Test Materials Mathematics Manipulatives Oral/Signed Administration Spelling Assistance Supplemental Aids

Section 504 Committee (students with other health impairments, dyslexia)
Basic Transcribing Braille Calculation Aids Content and Language Supports Individualized Structured Reminders Large Print Manipulating Test Materials Mathematics Manipulatives Oral/Signed Administration Spelling Assistance Supplemental Aids

Language Proficiency Assessment Committee (LPAC) (EB students)
Content and Language Supports Oral/Signed Administration

Available Accommodations by Academic Committee

Meet accordingly

and

Document appropriately

Students for whom the LPAC recommends either of these two for any STAAR reading or English EOC assessments may be reclassified at the end of the school year; however, the LPAC should make the decision with careful consideration.

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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10

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Policy

Designated Support

Accessibility Feature

Calculator Policy

vs

Calculations Aids

Dictionary Policy

vs

Accessibility Feature

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“Access”ing the STAAR

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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15

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“Access”ing the STAAR

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Categories of Accommodations

Accessibility Features (All Students)

Designated Supports (Locally Approved)

Designated Supports (TEA Approved)

Most Commonly Used

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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Accessibility Table Overview

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Accessibility Features at a Glance

Reading the test aloud: to self not oral administration

*Reading assistance Gr3 Math: text to speech

*Blank scratch paper: not graphic organizer provided for Math

Embedded sticky tools

Embedded notepad tool

Amplification devices

Color settings

Line reader

Zoom feature

Highlighters and colored pencils

Large mouse pointer

Projection devices

Tools to minimize distractions or maintain focus

Permissive mode (STAAR)

Use of technology for medical reasons

Signing test administration directions

*Bilingual dictionary: math, science, social studies

not policy

Individual test administration

Small group administration:

mirroring routine

Reminding students to stay on task:

not individualized structured reminder

available for any student that needs it

cannot be required to use

****no documentation required, but…

REMINDER

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Accessibility Features at a Glance

Reading the test aloud: self

*Reading assistance Gr3 Math: text to speech

*Blank scratch paper: provided for Math

Embedded sticky tools

Embedded notepad tool

Amplification devices

Color settings

Line reader

Zoom feature

Highlighters and colored pencils

Large mouse pointer

Projection devices

Tools to minimize distractions or maintain focus

Permissive mode (STAAR)

Use of technology for medical reasons

Signing test administration directions

*Bilingual dictionary: math, science, social studies

Individual test administration

Small group administration: mirroring routine

Reminding students to stay on task

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Reading Assistance for STAAR Grade 3 Math

Prior to the administration, campuses should identify students who regularly request this support during classroom instruction, so TTS can be enabled in advance of testing and the student can become familiar with using this support online.

If a student requests this support during testing, the test will need to paused, TTS enabled, and then the student may resume testing. TTS can stay enabled for the remainder of the test.
Test administrators should NOT be providing this support by reading test content from the screen.

Reminder

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Accessibility Features at a Glance

Reading the test aloud: self

*Reading assistance Gr3 Math: text to speech

*Blank scratch paper: not graphic organizers provided for Math

Embedded sticky tools: if unsaved, then lost-must click “Save and Close” while moving through the test

Embedded notepad tool

Amplification devices

Color settings

Line reader

Zoom feature

Highlighters and colored pencils

Large mouse pointer

Projection devices

Tools to minimize distractions or maintain focus

Permissive mode (STAAR)

Use of technology for medical reasons

Signing test administration directions

*Bilingual dictionary: math, science, social studies

Individual test administration

Small group administration: mirroring routine

Reminding students to stay on task

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Scratch Paper

All students taking a STAAR mathematics assessment must be provided blank scratch paper.

Grades 3–8
Algebra I
Spanish grades 3–5

Blank scratch paper *should be provided for other assessments as requested by individual students.

*Minimum requirement – At district discretion, scratch paper may be distributed to all students prior to the assessment.

What is considered blank scratch paper? Any blank medium that can be erased or destroyed may be used as blank scratch paper. If the medium has been manipulated to encourage the use of a specific strategy, then it does not fit the category of scratch paper and would instead be considered a blank graphic organizer.

UPDATE

and REMINDER

NEW

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Accessibility Features at a Glance

Reading the test aloud: self

*Reading assistance Gr3 Math: text to speech

*Blank scratch paper: provided for Math

Embedded sticky tools

Embedded notepad tool

Amplification devices

Color settings

Line reader

Zoom feature

Highlighters and colored pencils

Large mouse pointer

Projection devices

Tools to minimize distractions or maintain focus

Permissive mode (STAAR)

Use of technology for medical reasons

Signing test administration directions

*Bilingual dictionary: math, science, social studies

Individual test administration

Small group administration: mirroring routine

Reminding students to stay on task:

not individualized structured reminder

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Accessibility Features

139

Coordinators are responsible for ensuring that test administrators understand the proper implementation of these procedures and use of these materials.

IMPORTANT REMINDER

Certain accessibility features that are listed as “not allowed” may be appropriate for students who are visually impaired, deaf or hard of hearing, or who have other special considerations. For these cases, please refer to the locally-approved designated supports or reach out to your ATF member to discuss options for the student.

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“Access”ing the STAAR

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Did You Know?

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Most Common Accommodation Errors

Examples include:

A student was provided an unallowable accommodation.
A student was provided an accommodation for which he or she was not approved.
An allowable and approved accommodation was not provided to a student.
An allowable and approved accommodation was not properly administered or applied.
The district failed to get the required TEA approval for four specific accommodations.

Refer to FAQ section of DCCR (#24) for how to fix most accommodation errors.

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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Designated Supports Policies Format

Description of Designated Support

Assessments

Student Eligibility Criterion

Authority for Decision and Required Documentation

Special Instructions/Considerations

Examples/Types

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Designated Support Policy Framework

Name of support
Indicates if TEA approval is required or not

Shows which state assessment the accommodation can be utilized on

Describes accommodation & purpose

Defines Eligibility Criteria

Specifies which committee has authority to approve and assign this accommodation to a student

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Designated Support Policy Framework

Explains appropriate examples and/or types

Provides Special Instructions and Considerations

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Do We Understand ALL the Eligibility Requirements?

Purpose

Services

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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Locally Approved Designated Supports Overview

These include eleven supports that may be made available to students who meet eligibility criteria.
Eligibility decisions are made locally by the appropriate team of people at the campus level based on the eligibility criteria and are documented in the appropriate paperwork.

Policy documents located on the DCCR and Accommodation Resources Webpage

Support/accommodation is made available/provided to student,

not student received support/accommodation.

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What Do Locally-Approved Designated Supports

Look Like in Assessments?�

Designated Support	Program
	STAAR	STAAR Spanish	TELPAS
Basic Transcribing	X	X	X
Braille /Refreshable Braille	X
Calculation Aids	X	X
Content and Language Supports	X	X
Individualized Structured Reminders	X	X	X
Large Print	X	X	X
Manipulating Test Materials	X	X	X
Mathematics Manipulatives	X	X
Oral/Signed Administration	X	X
Spelling Assistance	X	X
Supplemental Aids	X	X	X*

Available only to students who meet specific eligibility criteria.

The decision should be aimed at addressing a student’s consistent academic struggle in a specific area even after intensive instruction and remediation.

*Blank graphic organizers only

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Designated Supports for TELPAS Online Tests�

Designated Support	Listening and Speaking	Reading and Writing	Non-Embedded Support in TIDE	Attribute in TIDE	TEA Approval
Basic Transcribing	X	X	X
-Speech-to-Text		X`		X
Individualized Structured Reminders	X	X	X
Manipulating Test Materials	X	X	X
*Blank Graphic Organizer, paper only	X	X	X
Complex Transcribing		X	X		X
Extra Day	X	X	X		X

Specific information, such as student eligibility criteria and special considerations and instructions, can be found in the Accessibility section of DCCR. Blank graphic organizer is part of the Supplemental Aids policy document.

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Student Eligibility Criteria At-A-Glance�

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	Routinely and effectively uses the support in classroom and instruction and testing	Requires additional eligibility criteria (see policy document)
Basic Transcribing	X
Braille/Refreshable Braille	X
Calculation Aids	X	X
Content and Language Supports	X	X
Individualized Structured Reminders	X
Large Print	X	X
Manipulating Test Materials	X
Mathematics Manipulatives	X
Oral/Signed Administration	X	X
Spelling Assistance	X	X
Supplemental Aids	X

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Locally Approved Designated Supports Updates and Reminders

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Lack of keyboarding proficiency alone would not qualify a student for this support

Paper test transcribing must be entered in RE before date indicated on the Calendar of Events
Provided full time
Refer to Technology Use Guidelines document if needed
The “Complete Administrations” section of the Coordinator Resources includes directions to assist testing personnel with entering paper tester’s constructed responses into RE.

Basic Transcribing: student has a disabling condition that prevents the student from independently entering responses through keyboarding or the use of a mouse; or recording responses independently (paper)

Basic Transcribing is the accommodation—speech to text and/or word processor are the tools that provide the accommodation

No Extra Day ARF Required
Paper Braille must be entered into RE by date on Calendar of Events.
Braille kits come with a regular print for test administrators.
Accommodations specific to braille test takers will be provided in the “STAAR with Embedded Supports Paper Test Administration Information.”

Braille and Refreshable Braille

Handheld calculators must be provided for paper administrations.
Students should use the calculator that is most familiar to them.
Students testing online may require- and are allowed to use- a handheld calculator.
Not Calculator Policy
Not math chart-supplemental aid

Calculation Aids: alternate method of computation for a student who is unable to effectively use paper-and-pencil methods due to a physical, visual, (3-7) or math calculation (5-7) disability

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Writing will ONLY have pre-reads prior to the editing passages
Reading selections, including English I and II, will have pre-reads prior to the selections
Although STAAR Spanish uses the same guidelines as the English version of STAAR, some of the accommodations may not be identical due to linguistic differences

Content and Language Supports: various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student’s understanding of selections, test questions, and answer choices

Different than AF of Reminding students to stay on task
Student, rather than the test administrator, direct or control the use of the reminder when possible

Individualized Structured Reminders: individualized structured reminders to stay on task during a test administration beyond what is required or allowed for any student during standard administration procedures

No preview window
18+ font
Information regarding district or campus testing personnel photocopying secure test materials can be found in the Paper TAI

Large Print: enlarged test materials when he or she is unable to effectively access test materials in standard print size

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NOT Basic Transcribing, but could be eligible for both
does not apply to any TELPAS holistically rated domain, since those are assessed during authentic classroom activities and the same accommodations routinely used during classroom instruction are acceptable

Manipulating Test Materials: administrator to physically manipulate test materials, online tools, and equipment for a student who is unable to do so independently

student must understand information the manipulatives provide and simply need assistance recalling or visualizing the concepts
list of allowable examples listed is exhaustive list. No additional manipulatives may be used
Interferes with Supplemental Aid of geometric figures: Providing a pictorial model of a geometric figure in one form (e.g., net) and a manipulative of the same figure in another form (e.g., three-dimensional solid) is NOT allowed

Mathematics Manipulatives: concrete objects or pictures of concrete objects for a student to move and touch in order to visualize abstract concepts

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May select and change of reading support during test
Can also be registered for “automatic TTS”: all eligible parts of the test are read aloud
Can request a change in the level of reading support during testing IF this option is documented. Changes involving removal or addition of Auto TTS will require pausing the student’s test.
If TTS is enabled, it will be available for all “in-test” messages.
Students who use the embedded ASL videos may also receive support from a trained test administrator.
EBs taking STAAR Spanish may be eligible for an oral administration IF they are identified with dyslexia or related disorder OR have documented evidence of reading difficulties AND a committee other than the LPAC determines the student to be eligible

Oral and Signed Administration: allows test material to be read aloud or signed to a student. All references to reading support during an oral administration also apply to oral interpretation (e.g., lip reading) and signing during a signed administration. An online oral/signed administration is administered via text-to-speech (TTS) or American Sign Language (ASL) videos

Oral administration is the accommodation-- text to speech is the tool that provides the accommodation

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Designated Supports (Locally Approved)

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Oral/Signed Administration (continued):

American Sign Language (ASL) Videos

Available on STAAR online for students eligible for Oral/Signed Administration

Questions and answer choices signed in ASL for all subjects (not available for Content and Language Supports)

Closed-Captioning

There is no indicator on the student’s screen that they are in an “ASL” version of the test. The student will need to be familiar enough with the online accommodation to know there should be embedded videos.

A TA trained in Oral Administration procedures may read aloud reference materials and dictionary entries from a handheld version at the student’s request.

Electronic dictionaries are allowed but must follow technology guidelines to maintain security. The student is responsible for finding the entry and presenting it to the TA.

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Oral/Signed Administration (continued):

Students participating in a STAAR online administration who need test questions, including short and extended constructed response questions, to be read aloud must have Text-to-Speech (TTS) turned on to receive this support.

Students must meet eligibility requirements for oral administration prior to the administration of the test.

Test administrators should not be providing this support by reading the secure test content from the screen.

Constructed Response Questions

Reminder

Note:

For students participating in a STAAR paper administration, the test administrator trained in oral administration will provide this support.

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Oral and Signed Administration Guidance

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The Oral and Signed Administration Policy page in the Coordinator Resources includes links to additional guidance for paper administrations and students who are deaf and hard of hearing.

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list of allowable examples is exhaustive list, but may use more than one type listed in the policy document
Spell check and/or word prediction must be enabled in TIDE prior to administration
“Word prediction” uses an embedded Co-Writer product. If using Co-Writer outside of TDS, it’s functionality must be limited to only word-prediction
Spell check does not identify grammatical or usage errors
If student uses a frequently misspelled word list or speech-to-text, do NOT activate the support in TIDE
Not a supplemental aid-grammar or mechanics rules

Spelling Assistance:

supports for students that are capable of organizing and developing ideas, and understand the basic function and use of written language conventions (e.g., sentence structures, irregular verbs); BUT have a disability that is so severe that they cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses

Spelling Assistance is the accommodation---spell-check, word prediction, text to speech, speech to text are tools that provide the accommodation

Supplemental aids should not be used by students who are not struggling academically and should not be provided as general support for all students

The RTI or student assistance teams that make the decisions are formed to address an individual student’s consistent academic struggles
TEA does not review, revise, or approve locally created supplemental aids.
Cannot remind student to use or show how to use

Supplemental Aids: paper-based resources that assist in recalling information

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Districts determine locally if a supplemental aid meets the guidelines stated in the TEA policy document
Must follow the description in the policy
The Allowable Supplemental Aids PowerPoint provides guidance and examples to help district personnel make the appropriate decision for a student who is eligible to receive the supplemental aid(s). Both the accommodation policy and the PowerPoint can be found in the DCCR Resources.

Supplemental Aids: paper-based resources that assist in recalling information

Examples are not an exhaustive list, but ONLY those types listed are allowed
If a student writes on it, it must be destroyed after testing
Can be provided in the language that is most appropriate for the student
Should be individualized. Students have different strengths and needs, so it is not appropriate to provide all students the exact same set of supplemental aids.

Supplemental Aids: paper-based resources that assist in recalling information

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Colors may ONLY be used in a supplemental aid to enhance readability or improve tracking but may NOT be used as a label.
Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts but not in other supplemental aids

Supplemental Aids: paper-based resources that assist in recalling information

The STAAR Non-Embedded Supports or TELPAS Non-Embedded Supports field must be updated in the Non-Embedded Supports panel in the Test Information Distribution Engine (TIDE) before the end of the specific testing window to indicate that this support was made available to the student.

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Supplemental Aids at a Glance

updated 11/30/2019

Manipulative

SUPPLEMENTAL AID	EXAMPLES	SUPPLEMENTAL AID	EXAMPLES
All Subjects mnemonic device A learning technique that assists with memory. Only acronyms or phrases based on acronym may be used. Subject-specific words are NOT allowed. Intended to provide content specific support for a student.	PEMDAS or Please Excuse My Dear Aunt Sally ^DMSB^or Dad Mother Sister Brother KPCOFGS or King Phillip Came Over For Good Spaghetti	Math place value chart A grade-appropriate place value chart may be used. The chart may contain commas and decimals in the appropriate places; however, it may NOT contain place value labels (i.e., words) or numbers as specific examples.
All Subjects blank graphic organizers Blank graphic organizers may NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables.		Math pictorial models of grade/ course appropriate 1-, 2-, 3-D geometric figures MAY be provided in either 3-D OR 2-D forms MAY NOT be provided in both 3-D and 2-D forms either on the same page or a different page.			OR	OR
			Pictorial Model Cube edge		Or, NOT both

		Figures may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables. Providing a pictorial model of a geometric figure in one form (e.g., net) and a manipulative of the same figure in another form (e.g., three-dimensional solid) is NOT allowed.		vertex 90°
Math Number chart -(e.g., 100 chart) MUST be in sequential order. Indicating special numbers (e.g., highlighting or circling prime numbers) within the body of the chart is NOT allowed. Number charts that identify and/or illustrate a calculation function (e.g., +, x) are NOT allowable as supplemental aids.	Multiplication and addition charts are considered calculation aids.
		Math pictorial models of fraction bars or cirlces Must NOT contain labels or show equivalencies (e.g., 1/2 = 2/4 = 0.5 = 50%) or a cumulative sequence (e.g., 1/4, 2/4, 3/4, 4/4).

Diana Saenz dsaenz@esc1.net 956-984-6129

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Supplemental Aids at a Glance

updated 11/30/2019

Supplemental Aid

Examples

Science

formula triangles representing relationships between variables

Only formulas on state-supplied reference materials. May only include variables (e.g., triangle showing relationship between mass, density, and volume can contain only m, d, v.

Symbols for mathematical operations (e.g., ×, ÷)

are NOT allowed.

Social Studies

blank maps

Should NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. Unlabeled maps that represent historic events may be used (e.g., stages of U.S. territorial expansion). A student could use BOTH physical and political world or

U.S. blank maps.

Social Studies

timelines with dates only

Labeling (e.g., color, letters, numbers, words) the events connected with those dates in any way is NOT allowed.

1620

1776

1787

1775 - 1783

1861 - 1865

1963 - 1975

1939 - 1945

1620

1776

1787

Supplemental Aid	Examples
Written Composition grammar and mechanics rules (grade appropriate) Must not contain examples. Note:High Frequency Words, Sight Words, Fry Words, Dolch Words, Tiered Words, etc. are not considered grammar or mechanics rules.



	List of frequently misspelled words is considered spelling assistance. (Photo credits: Carson Dellosa, Scholastic, TPT:Dixie’s Reading Writing Workshop)
Science graphics of scientific concepts The graphics may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

Diana Saenz dsaenz@esc1.net 956-984-6129

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All STAAR Subjects: Mnemonic Devices, cont.

REMINDER : Testing strategies cannot be communicated in supplemental aids, including mnemonic devices. � �Example:

RACES

or

Restate the question�Answer the question�Cite evidence from the text�Explain your evidence�Sum it up or So what?

District content specialists can make the distinction

of what constitutes content specific or general testing strategy language.

NEW

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Mnemonic Device

Rule has a fixed sequence or structure that must be followed

Reading:
Writing: editing/revising CapitalizationOrganizationPunctuationSpelling
Math: order of operations ParenthesExponentsMultiplicationDivisionAdditionSubtraction
Science: scientific method steps ProblemObservationHypothesisExperimentConclusion
Social Studies: Bill of Rights order Firstamendmentrights Religion Assembly Press Petition Speech

Strategy is a tool recall, scaffold, or organize

Reading: ProblemInformationExplanation
Writing: RestateAnswerCiteExplain
Math: CircleUnderlineBoxEvaluateSolve
Science: living organisms MovementRespiration SensitivityGrowthReproductionExcretionNutrition
Social Studies: geography themes MovementRegionHumanEnvironmentLocationPlace

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Reminder: Blank Graphic Organizers are not the same as Scratch Paper.

Blank Graphic Organizers are visual and graphic teaching and learning tools that are specific to a student’s needs and are appropriate to use on the day of testing in blank form.

The blank supplemental aid helps a student organize particular types of information he/she has learned during instruction and helps the student recall the information on the day of testing.

Scratch paper is an assistive tool (See the Accessibility Features policy document) that is also provided to a student in blank form. The various types of regular blank white paper [no lines, with lines, etc.,], blank butcher paper, blank dry erase white boards, or any other medium like these examples that can be erased or destroyed would meet be considered scratch paper and are an accessibility feature, not a supplemental aid.
Unlike Blank Graphic Organizers, scratch paper has no specific instructional strategy associated with it. If the medium has been manipulated to encourage the use of a specific strategy, then it does not fit the category of scratch paper and would be considered a blank graphic organizer.

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Blank Graphic Organizers for Online TELPAS Tests

Students will be allowed to use blank graphic organizers (paper only) for online TELPAS tests (listening and speaking and/or reading and writing). Students could use the blank graphic organizers to plan their speaking and writing responses.

Only blank graphic organizers will be allowed. Supplemental aides such as mnemonic devices and organizers with graphics or text will not be allowed.
A student will have to meet the eligibility criteria and the appropriate committee must make the decision, as noted on the Supplemental Aids policy document.
Refer to the policy document for additional information on student eligibility and which committee can make the decision.

Blank graphic organizers will need to be noted in TIDE as part of the non-embedded supports for TELPAS.

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Mathematics: Number Charts v. Calculation Aids

A number chart with a sequence of numbers is allowable as a supplemental aid. However, number charts that identify and/or illustrate a calculation function (e.g., +, x) are NOT allowable as supplemental aids.

A student MUST meet eligibility for the Calculation Aids policy to use these types of charts on an assessment. For more information please see the Calculation Aids Policy on the Accommodation Resources webpage or in the District and Campus Coordinator Resources.

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REMEMBER: Multiplication and addition grids/charts are considered calculation aids even if they are partially blank.

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Blank Grid Allowed- �Accessibility Feature to be filled in by student: scratch paper

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Mathematics: Pictorial Models of Geometric Figures

Providing a pictorial model of a geometric figure in one form (e.g., net) and a manipulative of the same figure in another form (e.g., three-dimensional solid) is NOT allowed.

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Pictorial Model

OR

(NOT both)

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REMEMBER: High-frequency words, sight words, Fry words, Dolch words, tiered words, etc. are NOT considered grammar nor mechanics rules.

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REMEMBER: Commonly misspelled words are considered Spelling assistance and must meet eligibility criteria for the Spelling Assistance designated support.

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“Access”ing the STAAR

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Types of Supports During Testing

Calculator
Dictionary

Policies

STAAR Alternate 2

Accommodations and Response Modes

STAAR (English, Spanish, EOCs)
TELPAS

Accessibility Features

Locally Approved (STAAR, TELPAS)

Designated Supports

TEA Approval (STAAR, TELPAS)

Designated Supports

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Supports that may be made available to students who have a TEA-approved accommodation request
Eligibility decisions are made by the appropriate team of people at the campus level based on the eligibility criteria, and then an Accommodation Request is submitted in TIDE for TEA to review
Other determinations should be made in conjunction with the testing coordinator prior to submitting to ensure appropriateness

Overview of Designated Supports Requiring TEA Approval

Policy documents located on the DCCR and Accommodation Resources Website

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What Do TEA-Approved Designated Supports

Look Like in Assessments?�

Designated Support	Program
	STAAR	STAAR Spanish	TELPAS
Complex Transcribing	X	X	X
Extra Day	X	X	X
Mathematics Scribe	X	X
Other	X	X	X

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Locally Approved Designated Supports Updates and Reminders

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Accommodation Request Process

Opened October 2025

Accommodation requests must be approved by the TEA before a student can use the accommodation on a state assessment.

Expiration date of approved requests is the day the last test is administered for the academic year or by June 30, 2026.

Documentation in the appropriate paperwork should state “pending TEA approval.”

Do NOT include confidential student information in the rationale. The request will be deleted, and you will be asked to resubmit.

Example: student’s first and last name, language from an IEP, medical documents

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Accommodation Request Process

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Requests must be submitted by the dates indicated in the Calendar of Events to allow committee members the ability to process and review requests in a timely manner. It is important that approvals are communicated in sufficient time for districts to know what accommodations will be available to the students and provide them time to become familiar with any tools or procedures that will be required during the administration.

For circumstances that require an accommodation request but occur after this time (e.g., newly enrolled student, medical emergency, updated admission, review, and dismissal (ARD) committee decision) the district testing coordinator should contact TEA’s Student Assessment Division at 512-463-9536 and ask to speak to their assigned member of the Accommodation Task Force for further instructions.

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Accommodation Request Process

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Submission Dates by Program
December STAAR	TELPAS	Spring STAAR	June STAAR
11/17	2/2	3/16	6/1

Submissions must be entered in TIDE by the dates indicated on the Calendar of Events.

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Complex Transcribing

This designated support allows a test administrator to record into TDS or from paper into DEI a student’s dictated or signed responses to the constructed response questions when a student is unable to accomplish this task independently.

Intended for an extremely small group of students with disabilities
TEA will provide, with any approved submitted accommodation request, specific guidelines about how to transcribe the student’s responses to the constructed response questions, including how to indicate the student’s spelling, punctuation, and capitalization

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Mathematics Scribe

This designated support allows a test administrator to record a student’s dictated mathematics scratch work and computations when a disabling condition prevents the student from accomplishing this task independently.

The role of the mathematics scribe is to record the student’s dictated scratch work and computations exactly as the student indicates.
The test administrator may write the student’s dictated scratch work and computations onto scratch paper, a chalkboard, white board, or the space in the student’s test booklet.

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(1) entered into the Test Delivery System (TDS) when a student has a disabling condition that prevents the student from independently entering responses through keyboarding or the use of a mouse; or (2) copied into the student’s test booklet when the student has a disabling condition that prevents the student from recording responses independently

dictated or signed responses (including constructed responses) or dictated mathematics scratch work and computations to be recorded into TDS or from paper into DEI when a student is unable to accomplish this task independently

Basic Transcribing allows responses to be

Complex Transcribing/ Math Scribe allows student’s

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Extra Day

This designated support allows a student with a disability an extra day to complete a state assessment.

NOTE: For TELPAS grades 2–12, Extra Day only applies to the online reading and writing test, the paper reading test and the online listening and speaking test. It does not apply to any holistically-rated domain, since those are assessed during authentic classroom activities and the same accommodations routinely used during classroom instruction are acceptable.

Intended for an extremely small group of students with disabilities
Students only permitted to test over two regularly scheduled, consecutive school days
Each day of testing must not extend beyond seven hours

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Extra Day Considerations

The sick policy covers most medical reasons to pause testing including:

Seizures Headaches

Sporadic fatigue related to health condition

Extra Day should be reserved for specific cases when a student has documented need of a break because testing over a longer period of time or exposure to screen causes an issue related to their condition.

How does TEA distinguish?

If it is a “maybe”, it can likely be addressed by sick should the need arise.

If it is a “will be”, extra day should be considered.

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Other

Designated supports that fall into this category are only for students who have unique needs that are not specifically addressed with any accessibility features or designated supports located on TEA’s Accommodation Resources webpage. These designated supports are not intended to provide additional supplemental aids not listed as allowable, or for students who fail to meet established eligibility criteria for designated supports.

Example: If a student requires double-sided test materials photocopied into single-sided sheets because they have a physical disability or have a disability that necessitates test materials be presented in a printed format other than a test booklet in order to prevent severe behaviors that could interfere with completion of the test, an ARF for Other should be submitted to TEA. These cases should be rare.
TEA may provide additional procedures specific to the requested designated support if approved.

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“Access”ing the STAAR

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Did You Know?

REMINDER

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Accommodation Errors:

Procedural Testing Irregularity

Examples include:

A student was provided an unallowable accommodation.

A student was provided an accommodation for which he or she was not approved.

An allowable and approved accommodation was not provided to a student.

An allowable and approved accommodation was not properly administered or applied.

The district failed to get the required TEA approval for four specific accommodations.

Refer to FAQ section of DCCR (#24) for how to fix most accommodation errors.

Reminder

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Accommodations in Unexpected or Emergency Situations

When an unexpected or emergency situation (e.g., broken arm, lost eyeglasses) occurs just prior to or on the day of the state assessment, it may or may not be necessary to contact TEA. After testing, document the accommodation used in TIDE.

Step 1: No need to contact TEA

Make available Accessibility Features which are allowed for any student.

Step 2: No need to contact TEA

Make available locally-approved Designated Supports. Consideration should be given to

accommodations that the student can independently use.

Step 3: Contact TEA

If the student’s needs cannot be met with Step 1 or 2, contact a member of the

Accommodations Task Force at TEA. The district testing coordinator may need to submit an

Accommodation Request.

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Accommodation Resources

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Resource	Purpose	Audience
STAAR Accommodations Educator Guide (Coming Soon)	Provides an overview of accommodations available to students participating in a Texas Assessment program.	Administrators, Coordinators, Teachers
Coordinator Resources Accommodations Section	Outlines the policies, decision making authority, types of supports and special considerations for all accessibility features and designated supports available to testers.	Administrators, Coordinators, Members of local decision- making committees, Teachers
Accessibility Updates TASIs	Presentation posted in the Coordinator Resources as well as the LMS reviewing in further detail the accessibility updates for this school year as well as the tools and supports available to testers.	Administrators, Coordinators, Special Education Coordinators, Student Support Staff
Assessments for Special Populations	Resource page on the TEA website with relevant links and downloads.	Administrators, Coordinators, Teachers, Parents

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This Photo by Unknown Author is licensed under CC BY-SA

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TEA Resources and ESC 1 Contact Information

For More Information About Accessibility Policies go to:

Accommodation Resources Webpage

District and Campus Coordinator Resources

Contact :

Diana Saenz

Special Education Specialist

dsaenz@esc1.net

956-984-6129

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