1. 2015-2016 Update Accommodations SEPTEMBER 17, 2015 ASSMNT. FOR STUDENTS W/ DISABILITIES TETN #36603

2. Disclaimer  These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency.  If any slide is amended or revised for use in local or regional trainings, please remove this slide as well as the TEA footer at the bottom of each slide. September 17, 2015 Texas Education Agency 2

3. Suggested Training for Region, District, and Campus Professionals  It is the intent of TEA’s Student Assessment Division that all resources created to clarify testing and accommodation policies be accessible to educators at the region, district, and campus levels, including classroom teachers.  This is a comprehensive training but does not take the place of reading the associated documents.  Relevant district and campus staff will need to read all of the policies and related resources once they are posted on TEA’s Student Assessment webpage. These documents contain all the details. September 17, 2015 Texas Education Agency 3

4. Accommodations for Students with Disabilities September 17, 2015 Texas Education Agency 4

5. Overview of Changes for the 2015-2016 School Year  No policy changes to allowable accommodations, just clarifications  Added STAAR Algebra II and English III where applicable  Online Accommodation Request Form  Requests approved during the 2015 calendar year remain effective until December 31, 2015. Only submit additional requests for new Type 2 accommodations (e.g., new student, change in accommodation).  Requests for the 2016 calendar year can be submitted beginning in January, and all approvals remain effective until December 31, 2016. September 17, 2015 Texas Education Agency 5

6. Accommodation Resources Webpage Contains comprehensive information about accommodations for students with disabilities taking state assessments. September 17, 2015 Texas Education Agency 6

7. Students with Disabilities Who are Eligible for Accommodations on State Assessments  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 September 17, 2015 Texas Education Agency 7

8. Authority for Decisions  Admission, Review, and Dismissal (ARD) committee  Section 504 placement committee  Appropriate team of people at the campus level (e.g., Response to Intervention (RTI) team, student assistance team) September 17, 2015 Texas Education Agency 8

9. Critical Information about Accommodations for Students with Disabilities  Educators should review this document on TEA’s Accommodations for Students with Disabilities webpage  General information about accommodations  Accommodations during classroom instruction and testing  Accommodations during state assessments  Not all accommodations suitable for instruction are allowed during the state assessments  Routinely, independently, and effectively  The Accommodation Triangle  Planning for testing accommodations September 17, 2015 Texas Education Agency 9

10. STUDENTS WITH DISABILITIES  A student may be eligible for accommodations on a state assessment if he or she  receives special education services and meets established eligibility criteria for certain accommodations  receives Section 504 services and meets established eligibility criteria for certain accommodations  does not receive special education or Section 504 services but has a disabling condition and meets established eligibility criteria for certain accommodations (i.e., general education) 2014-2015 Texas Education Agency's Student Assessment Division 10

11. ACCOMMODATIONS Should be individualized to address the specific needs of each student Might be appropriate for classroom use but might not be appropriate or allowed for use on a state assessment Should be evaluated regularly to determine effectiveness and to help plan for accommodations the student will need each year Should be documented in the appropriate student paperwork 2014-2015 Texas Education Agency's Student Assessment Division 11

12. ACCOMMODATIONS  Are not necessary for every student  Are not changes to the performance criteria or the content  Are not intended to provide an advantage to a student with a disability  Should not be provided to a student without evidence of effectiveness from year to year 2014-2015 Texas Education Agency's Student Assessment Division 12

13. CLASSROOM INSTRUCTION VERSUS STATE ASSESSMENT  Not all accommodations suitable for instruction are allowed during the state assessments.  WHY?  Classroom instruction can be customized to meet the 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.  BUT…  State testing accommodation policies do not limit an educator’s ability to develop individualized materials and techniques to facilitate student learning. 2014-2015 Texas Education Agency's Student Assessment Division 13

14. ROUTINELY USED ACCOMMODATIONS  What does “routinely used” mean?  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. 2014-2015 Texas Education Agency's Student Assessment Division 14

15. INDEPENDENT USE OF ACCOMMODATIONS  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. 2014-2015 Texas Education Agency's Student Assessment Division 15

16. ACCOMMODATION IS EFFECTIVE  How do I know the accommodation has proven effective in meeting the student’s specific needs?  Educators should 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. 2014-2015 Texas Education Agency's Student Assessment Division 16

17. Type 1 Type 2 Type 1 accommodations are approved locally based on specific eligibility criteria. The decision to provide these accommodations is made by the appropriate team of people at the campus level. Type 2 accommodations require TEA approval to use during a state assessment. The appropriate team of people at the campus level determine whether the student meets all of the specific eligibility criteria and, if so, submits an Accommodation Request Form to TEA. September 17, 2015 Texas Education Agency 17 Accommodation Triangle

18. Accommodation type This section provides a general description of the accommodation. This section lists the assessments the accommodation may be used on by eligible students. This section lists the eligibility criteria that must be met in order for the student to use the accommodation on a state assessment. This section describes who can make accommodation decisions for students, where to document these decisions, and what to record on the answer document. This icon indicates whether or not an Accommodation Request Form is required. This section describes the specific examples/types of the accommodation that may be used on the state assessment. Pay careful attention to this list because it is sometimes exhaustive. This section outlines special instructions and considerations about the accommodation. Educators must be aware of this information when making decisions about using accommodations and when administering assessments with accommodations. 18

19. Type 1 Accommodations  Individualized Structured Reminders  Amplification Devices  Projection Devices  Manipulating Test Materials  Oral/Signed Administration  Spelling Assistance  Mathematics Manipulatives  Calculation Devices  Basic Transcribing  Supplemental Aids  Extra Time (Same Day)  Large Print  Dictionary  Braille Type 1 September 17, 2015 Texas Education Agency 19

20. INDIVIDUALIZED STRUCTURED REMINDERS  This accommodation is for students needing more structured reminders to stay on task during state testing and can include (but is not limited to)  paperclips to divide test into sections  structured reminders that are part of a behavior plan  personal timers  Any student (e.g., general ed., special ed., Section 504) can receive this accommodation if he/she meets the eligibility criteria.  … routinely and effectively uses this accommodation…  Special Consideration  General reminders to stay on task, for example taps on the shoulder and reminders to keep working, are allowable for any student. 2014-2015 Texas Education Agency's Student Assessment Division 20 Type 1

21. AMPLIFICATION DEVICES  This accommodation is for students whose disability affects hearing or focus and can include (but is not limited to)  speakers  frequency-modulated (FM) system  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  …routinely and effectively uses this accommodation… 2014-2015 Texas Education Agency's Student Assessment Division 21 Type 1

22. PROJECTION DEVICES  This accommodation allows for enlarging text, graphics, or the display on a computer monitor and can include (but is not limited to)  closed-circuit television (CCTV)  LCD projector (for tests administered online)  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  … routinely and effectively uses this accommodation…  Special considerations  Secure test materials cannot be saved in any way. It is a local responsibility to ensure that devices with recording capabilities have that capability disabled.  If secure test materials must be photocopied in order to use this accommodation, refer to the Photocopy accommodation policy. 2014-2015 Texas Education Agency's Student Assessment Division 22 Type 1

23. MANIPULATING TEST MATERIALS  This accommodation allows for the test administrator to physically manipulate materials and equipment for a student and can include (but is not limited to)  turning test booklet pages  positioning the ruler  using the mouse to navigate the pages and operate the tools for an online administration  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  …routinely and effectively uses this accommodation…  …has a disabling condition that interferes with the physical manipulation of test materials 2014-2015 Texas Education Agency's Student Assessment Division 23 Type 1

24. MANIPULATING TEST MATERIALS  Special consideration  The student must give specific directions about how the test administrator should manipulate the materials or equipment.  Test administrators must sign the “Oath of Test Security …,” including the bottom section.  If a student needs his or her responses to test questions (i.e., multiple choice, griddable, short answer reading, 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. 2014-2015 Texas Education Agency's Student Assessment Division 24 Type 1

25. Oral/Signed Administration  STAAR Algebra II and English III were added.  In the “Assessments” section, edits were made to clarify what could and could not be read aloud during an oral administration.  All mention of STAAR A was removed except for a note explaining that an oral administration was not applicable to STAAR A. Oral administration eligibility for STAAR A should NOT be determined or documented.  In the “Authority for Decision and Required Documentation” section, a minor edit was made to account for the fact that the OA bubble is not on a writing answer document. Eligibility for an oral administration may be determined for these assessments; however, if a student is eligible, this accommodation will not be recorded on the answer document. Type 1 September 17, 2015 Texas Education Agency 25

26. ORAL/SIGNED ADMINISTRATION  This accommodation applies to  The entire mathematics, science, and social studies tests  The reading questions on all reading/English tests  Any resource materials (e.g., dictionary) or allowable accommodations (e.g., supplemental aids)  This accommodation NEVER applies to  Reading selections  Writing selections  Writing multiple-choice test questions 2014-2015 Texas Education Agency's Student Assessment Division 26 Type 1

27. ORAL/SIGNED ADMINISTRATION  Why can’t I read aloud the selections on a reading test?  Reading aloud the STAAR reading selections at any grade makes the assessment an inappropriate and invalid measure, since no determination about a student’s reading comprehension can be made.  The purpose of STAAR (based on the curriculum/TEKS) is to assess the degree to which students understand what they read; it is not intended to be a measure of listening comprehension, which is distinctly different from reading comprehension.  For this reason, students are required to read the selections independently on STAAR reading tests. 2014-2015 Texas Education Agency's Student Assessment Division 27 Type 1

28. ORAL/SIGNED ADMINISTRATION  Why can’t I read aloud selections and questions on a writing test?  There are practical considerations unique to the writing test that make reading aloud the writing selections and answer choices by a human reader problematic.  For example, misspelled words and missing punctuation make it difficult for a human reader to read the test aloud in a standardized way that ensures the TEKS content standards are being validly assessed.  In actuality, if the test administrator reads aloud a misspelled word or an awkward sentence, the student is cued to the correct answer. 2014-2015 Texas Education Agency's Student Assessment Division 28 Type 1

29. ORAL/SIGNED ADMINISTRATION  A student may use this accommodation if he or she  routinely and effectively uses this accommodation during classroom instruction and testing, and  meets at least one of the following: 2014-2015 Texas Education Agency's Student Assessment Division 29 Type 1 Special EducationSection 504General Education identified with dyslexia or a related disorder per TEC §38.003 evidence of reading difficulties evidence of reading difficulties

30. ORAL/SIGNED ADMINISTRATION  For students receiving special education or Section 504 services, what does the eligibility criteria “evidence of reading difficulties” mean?  A problem with reading  The problem could be caused by a learning disability in reading.  The problem could be caused by other conditions, for example:  ADHD  Emotional or behavioral disability  Processing or memory issue  The ARD or Section 504 committee decides if the student exhibits evidence of a reading difficulty. 2014-2015 Texas Education Agency's Student Assessment Division 30 Type 1

31. ORAL/SIGNED ADMINISTRATION EXAMPLES/TYPES  Oral Administration of Paper Tests, Braille Tests, and EOC Online Tests  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  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. 2014-2015 Texas Education Agency's Student Assessment Division 31 Type 1

32. ORAL/SIGNED ADMINISTRATION EXAMPLES/TYPES  Standardized Oral Administration (SOA)  SOA is available in the following grades and subjects for students eligible for an Oral Administration:  grade 4 reading and mathematics  grade 5 science  grade 6 reading and mathematics  grade 7 reading and mathematics  grade 8 science and social studies  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 (SOA webpage) prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online SOA test session. 2014-2015 Texas Education Agency's Student Assessment Division 32 Type 1

33. ORAL/SIGNED ADMINISTRATION EXAMPLES/TYPES  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.  It is important to note that a test administrator may provide a signed administration of STAAR L if needed.  It is recommended that students complete the applicable online tutorial (STAAR L webpage) prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online STAAR L test session. 2014-2015 Texas Education Agency's Student Assessment Division 33 Type 1

34. ORAL/SIGNED ADMINISTRATION EXAMPLES/TYPES  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.  It is important to note that a test administrator may provide a signed administration of STAAR A if needed.  It is recommended that students complete the applicable online tutorial (STAAR A webpage) prior to test administration. This tutorial allows students to become familiar with the tools available to them during the online STAAR A test session. 2014-2015 Texas Education Agency's Student Assessment Division 34 Type 1

35. ORAL/SIGNED ADMINISTRATION  Special consideration  Test administrators must sign the “Oath of Test Security …,” including the bottom section.  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.  For STAAR L, ELLs might qualify for reading assistance as a linguistic accommodation. If an ELL taking STAAR L has a disability and meets the eligibility criteria, the student might also qualify for an oral administration. 2014-2015 Texas Education Agency's Student Assessment Division 35 Type 1

36. ORAL/SIGNED ADMINISTRATION  Special consideration  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.  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. 2014-2015 Texas Education Agency's Student Assessment Division 36 Type 1

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39. SPELLING ASSISTANCE  This accommodation provides a student with a disability with various types of spelling assistance, including (but not limited to)  frequently misspelled word list  spell check function on a word processor  speech-to-text software  Any student who receives special education or Section 504 services may use this accommodation for written compositions and short answer reading questions if he/she meets the eligibility criteria.  … routinely, independently, and effectively uses this accommodation…  …capable of organizing and developing ideas… understands the basic function and use of written language… but has a disability that is so severe that he or she cannot apply basic spelling rules and/or word patterns… 2014-2015 Texas Education Agency's Student Assessment Division 39 Type 1

40. SPELLING ASSISTANCE  Special consideration  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.  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.  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 are not allowable. 2014-2015 Texas Education Agency's Student Assessment Division 40 Type 1

41. Mathematics Manipulatives  STAAR Algebra II was added.  The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year.  In the “Examples/Types” section, the use of clocks was restricted to the following: “clock with or without numbers shown on clock face; the clock should NOT have gears” (meaning the clock should have independently moving hour and minute hands) Type 1 September 17, 2015 Texas Education Agency 41

42. MATHEMATICS MANIPULATIVES  This accommodation allows for the use of manipulatives (i.e., concrete objects or pictures of concrete objects) on mathematics assessments. ONLY the list of manipulatives below may be used (specific guidance about each is in accommodation document).  money  clocks  base-ten blocks  counters  algebra tiles  fraction pieces  geometric figures  translucent (tracing) paper 2014-2015 Texas Education Agency's Student Assessment Division 42 Type 1

43. MATHEMATICS MANIPULATIVES  Any student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria.  … routinely, independently, and effectively uses this accommodation…  Meets one of the following:  …disability that affects memory retrieval, focus, or organization…  …Visual Impairment (VI) 2014-2015 Texas Education Agency's Student Assessment Division 43 Type 1

44. Calculation Devices  STAAR Algebra II was added.  Calculators used by eligible students as a testing accommodation must adhere to the guidelines set forth in the STAAR Calculator Policy.  Please note that the STAAR Calculator Policy was revised and posted on TEA’s STAAR Mathematics Resources webpage. The guidelines set forth in this updated policy also apply to calculator use as an accommodation. Type 1 September 17, 2015 Texas Education Agency 44

45. 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. ONLY the list of devices below may be used (specific guidance about each type is in accommodation document).  four-function calculator  scientific calculator  graphing calculator  large-key calculator  abacus or Cranmer modified abacus  audio-graphing calculator  speech-output calculator 2014-2015 Texas Education Agency's Student Assessment Division 45 Type 1

46. CALCULATION DEVICES  Any student who receives special education or Section 504 services may use this accommodation if he/she meets the eligibility criteria.  … routinely, independently, and effectively uses this accommodation…  Meets one of the following for the applicable grade: 46 Type 1 Grade 8 is listed because of grade 8 science. Grade 8 mathematics does not apply since a calculator is required.

47. CALCULATION DEVICES  What is considered “a disability that affects mathematics calculation?”  A problem adding, subtracting, multiplying, and dividing using paper and pencil  The problem could be caused by a learning disability in mathematics. The problem could be caused by other conditions  ADHD  Emotional or behavioral disability  Processing or memory issue  The ARD or Section 504 committee decides if the student’s disability causes him or her to have a problem calculating with pencil and paper. 47 Type 1

48. CALCULATION DEVICES  Why is a calculation device not allowed for grade 3 and 4 students who have disabilities that affect mathematics calculation?  Students in grades 3 and 4 may use a calculator if they meet eligibility criteria; however, having a “disability that affects mathematics calculation” is not one of those criterion.  The state curriculum (TEKS) at grades 3 and 4 include student expectations that focus on students learning the algorithms for adding, subtracting, multiplying, and dividing.  The state assessments at these grades include test questions that measure calculation skills.  It is important that students in grades 3 and 4 are given the time to learn these skills. 48 Type 1

49. CALCULATION DEVICES  Special considerations  Calculators used as an accommodation must adhere to the guidelines set forth in the STAAR Calculator Policy.  Calculators are a required part of standard test administration procedures (and not considered a testing accommodation) for some state assessments. See the STAAR Calculator Policy.  For any of assessments that require a scientific or graphing calculator, a simpler calculator can be provided along with the required calculator to a student receiving special education or Section 504 services.  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., calculator), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable. 49 Type 1

50. BASIC TRANSCRIBING  This accommodation allows a test administrator to transfer student responses to the answer document or in the Assessment Management System for online administrations in these situations ONLY.  Student writes or circles responses in the test booklet for multiple-choice or griddable questions.  Student points to responses in the test booklet or on the computer screen for multiple- choice questions.  Student dictates or signs responses for multiple-choice questions, griddable questions, or short-answer reading questions.  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.  Student uses speech-to-text software to indicate responses for multiple-choice questions, griddable questions, short-answer reading questions, or the writing prompts 2014-2015 Texas Education Agency's Student Assessment Division 50 Type 1

51. BASIC TRANSCRIBING  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  …routinely and effectively uses this accommodation…  Meets one of the following:  …impairment in vision that necessitates the use of braille or large print test materials  …disabling condition that prevents him or her from independently and effectively recording responses …on the …answer document… 2014-2015 Texas Education Agency's Student Assessment Division 51 Type 1

52. BASIC TRANSCRIBING  Special Considerations  Test administrators should be trained in all transcription procedures located in this accommodation policy document and understand the boundaries of the assistance being provided.  Test administrators must sign the “Oath of Test Security …,” including the bottom section.  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.  Any student responses typed or handwritten on scratch paper must be destroyed after testing. All voice recordings must be erased or destroyed after testing. 2014-2015 Texas Education Agency's Student Assessment Division 52 Type 1

53. BASIC TRANSCRIBING  Special Considerations  The test administrator must indicate to the student the space allowed for his or her written compositions or short-answer reading responses so that they will fit into the spaces provided when transcribed.  Approximately 1,750 typed characters (including spaces) equals 26 lines of handwritten text.  Approximately 675 typed characters (including spaces) equals 10 lines of handwritten text.  Secure test materials and associated student responses cannot be photocopied, scanned, or saved in order to use this accommodation.  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, word processor), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable. 2014-2015 Texas Education Agency's Student Assessment Division 53 Type 1

54. BASIC TRANSCRIBING  If applicable, also refer to the  Other accommodation policy if a student needs the test administrator to write for other reasons (e.g., make notes in the test booklet)  Complex Transcribing accommodation policy for information about the test administrator transcribing a student’s dictated or signed responses to the writing prompts (grades 4 and 7, English I and II only)  Mathematics Scribe accommodation policy for information about the test administrator recording a student’s dictated math scratch work  Spelling Assistance accommodation policy if a student needs access to spell check, word predictor, or other special features  Manipulating Test Materials accommodation policy if a student needs assistance physically manipulating test materials or equipment  General Instructions for Administering Braille State Assessments, Large-Print State Assessments, or State Assessments to Students Who are Deaf or Hard of Hearing 2014-2015 Texas Education Agency's Student Assessment Division 54 Type 1

55. Supplemental Aids  The format of the “Student Eligibility Criteria” was changed for clarification; however, the policy is the same as the previous year.  The following change was made to the #2 example of allowable math charts: Multiplication charts that are grade appropriate may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NOT allowed.  Deleted from previous policy: Each axis may only be numbered 0 through 12. Type 1 September 17, 2015 Texas Education Agency 55

56. Supplemental Aids (cont.)  The following change was made to the #3 example of allowable math charts: A number chart (e.g., 100 chart) may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NOT allowed.  Previous language restricted this type of supplemental aid to 100 charts. Type 1 September 17, 2015 Texas Education Agency 56

57. SUPPLEMENTAL AIDS  This accommodation allows a student with a disability access to paper-based resources that assist with recalling information. ONLY the following types of supplemental aids may be used (specific guidance about each aid is in accommodation document).  Mnemonic devices  Blank graphic organizers  Certain types of mathematics charts  Certain types of mathematics, science, and social studies graphics  Grammar and mechanics rules 2014-2015 Texas Education Agency's Student Assessment Division 57 Type 1

58. SUPPLEMENTAL AIDS  Any student who receives special education services or receives Section 504 services as a student identified with dyslexia or a related disorder per TEC §38.003, may use this accommodation if he/she meets the eligibility criteria.  … routinely, independently, and effectively uses this accommodation…  …disability that affects memory retrieval, focus, or organization that is severe enough to prevent him or her from learning and retaining information …despite multiple opportunities to learn... 2014-2015 Texas Education Agency's Student Assessment Division 58 Type 1

59. SUPPLEMENTAL AIDS  Special Considerations  Examples of allowable and non-allowable supplemental aids are available in a training PowerPoint on the Accommodations for Students with Disabilities webpage.  Supplemental aids can be provided in the language that is most appropriate for the student.  Supplemental aids, like all accommodations, should be individualized for each student. It is not appropriate to provide all students the exact same set of supplemental aids. 2014-2015 Texas Education Agency's Student Assessment Division 59 Type 1

60. Supplemental Aids for STAAR, STAAR Spanish, STAAR L, and STAAR A: What’s Allowed and What’s Not? TEA’s Student Assessment Division Fall 2015

61. Disclaimer  These slides have been prepared and approved by the Student Assessment Division of the Texas Education Agency.  If any slide is amended or revised for use in local or regional trainings, please remove the TEA footer at the bottom of the slide. Texas Education Agency Fall 2015 2

62. Supplemental Aids Texas Education Agency Fall 2015 62 Supplemental aids are paper-based resources that assist a student with a disability in recalling information. For a student who meets the eligibility criteria, this accommodation may be used on STAAR STAAR Spanish STAAR L STAAR A Description of Accommodation Assessments Type 1

63. Texas Education Agency Fall 2015 63 A student may use this accommodation if he or she  receives special education services or receives Section 504 services,  routinely, independently, and effectively uses this accommodation during classroom instruction and classroom testing, and  meets at least one of the following for the applicable service.  For students receiving special education services, 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.  For students receiving Section 504 services, the student is identified with dyslexia or a related disorder per TEC § 38.003. Student Eligibility Criteria

64. Texas Education Agency Fall 2015 64 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 is 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.

65. Texas Education Agency Fall 2015 65 Authority for Decision and Required Documentation  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.

66. Texas Education Agency Fall 2015 66 Examples/Types  ONLY the supplemental aids described in the Supplemental Aids document are allowed for eligible students.  Examples of allowable supplemental aids with different formats are provided on the following slides. Other formats are allowed as long as they follow the description of the aid in the Supplemental Aids document.

67. All Subjects: Mnemonic Devices A mnemonic device is a learning technique that assists with memory. Only mnemonic devices that are acronyms or phrases based on an acronym may be used. Texas Education Agency Fall 2015 67 PEMDAS or Please Excuse My Dear Aunt Sally DMSB or Dad Mother Sister Brother KPCOFGS or King Phillip Came Over For Good Spaghetti

68. All Subjects: Mnemonic Devices Texas Education Agency Fall 2015 68 The subject-specific words that the mnemonic represents are NOT allowed. Parentheses Exponents Multiplication Division Addition Subtraction Divide Multiply Subtract Bring down Kingdom Phylum Class Order Family Genus Species

69. All Subjects: Blank Graphic Organizers Texas Education Agency Fall 2015 69 Blank graphic organizers may be used. G

70. All Subjects: Blank Graphic Organizers Texas Education Agency Fall 2015 70 Blank graphic organizers may NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. Group 1 Group 2 1&21&2 Tertiary Consumer Secondary Consumer Primary Consumer Primary Producer

71. Mathematics: Addition Charts Texas Education Agency Fall 2015 71 Addition charts may be used. The addition chart must be a grid used to find the sum, not a list of addition facts. Each axis may only be numbered 0 through 9. Indicating special numbers (e.g., highlighting or circling even numbers within the body of the chart) is NOT allowed. 1 + 1 = 2 2 + 2 = 4 3 + 3 = 6 4 + 4 = 8 5 + 5 = 10 6 + 6 = 12 7 + 7 = 14 8 + 8 = 16 9 + 9 = 18 10 + 10 = 20

72. Mathematics: Multiplication Charts Texas Education Agency Fall 2015 72 Multiplication charts that are grade appropriate may be used. The multiplication chart must be a grid used to find the product, not a list of multiplication facts. Indicating special numbers (e.g., highlighting or circling perfect squares within the body of the chart) is NOT allowed. X X 1 x 0 = 0 2 x 0 = 0 1 x 1 = 1 2 x 1 = 2 1 x 2 = 2 2 x 2 = 4 1 x 3 = 3 2 x 3 = 6 1 x 4 = 4 2 x 4 = 8 1 x 5 = 5 2 x 5 = 10 1 x 6 = 6 2 x 6 = 12 1 x 7 = 7 2 x 7 = 14 1 x 8 = 8 2 x 8 = 16 1 x 9 = 9 2 x 9 = 18

73. Mathematics: Number Chart Texas Education Agency Fall 2015 73 A number chart (e.g., 100 chart) may be used. Indicating special numbers (e.g., highlighting or circling prime numbers within the body of the chart) is NOT allowed.

74. Mathematics: Place Value Chart Texas Education Agency Fall 2015 74 A place value chart may be used. Words for place value labels, commas, and a decimal point are allowed only if they are grade-appropriate. For example, the word “hundredths” may be used at grade 4 and above, but the fraction “1/100” cannot be included. Including numbers as specific examples is NOT allowed. 7 1. 2

75. Mathematics: Pictorial Models of Fractions Texas Education Agency Fall 2015 75 Pictorial models of fraction bars or fraction circles may be used. The models may be labeled to show each individual fraction… Thirds Fourths Sixths Eighths

76. Mathematics: Pictorial Models of Fractions Texas Education Agency Fall 2015 76 … but they should NOT 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). 1/32/6 3/46/8

77. Mathematics: Pictorial Models of Geometric Figures Texas Education Agency Fall 2015 77 Pictorial models of one-, two-, and three-dimensional geometric figures may be used; however, the figures must be grade- or course-appropriate.

78. Mathematics: Pictorial Models of Geometric Figures Texas Education Agency Fall 2015 78 In addition, a pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms.

79. Mathematics: Pictorial Models of Geometric Figures Texas Education Agency Fall 2015 79 The figures may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables. Obtuse 90 °

80. Mathematics: Pictorial Models of Geometric Figures Texas Education Agency Fall 2015 80 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. Pictorial ModelManipulative OR

81. Written Composition: Grammar & Mechanics Rules Texas Education Agency Fall 2015 81 A list of grade-appropriate grammar and mechanics rules may be used. The list may NOT contain any specific examples.

82. Science: Graphics Texas Education Agency Fall 2015 82 Graphics of scientific concepts may be used.

83. Science: Graphics Texas Education Agency Fall 2015 83 The graphics may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables.

84. Science: Formula Triangles Texas Education Agency Fall 2015 84 Formula triangles representing relationships between variables may be used. Only formulas that appear on the appropriate state-supplied reference materials may be represented. The triangles may only include variables; for example, a triangle showing the relationship between mass, density, and volume can contain only the variables m, D, and V. Symbols for mathematical operations (e.g., ×, ÷) are NOT allowed. W dF m DV mass Density volume Work distanceforce X ÷÷

85. Social Studies: Blank Maps Texas Education Agency Fall 2015 85 Blank maps may be used. Blank maps should NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. In addition, unlabeled maps that represent historic events may be used (e.g., an unlabeled map that represents the stages of U.S. territorial expansion). A student could use both physical and political world or U.S. maps.

86. Social Studies: Timelines Texas Education Agency Fall 2015 86 Timelines may be used if they contain only dates. 1914 - 1918 1939 - 1945 1957 1968 - 1969 1991 2001 2008 1775 - 1783 1861 - 1865 1963 - 1975 1939 - 1945

87. Social Studies: Timelines Texas Education Agency Fall 2015 87 Labeling the events connected with those dates in any way is NOT allowed.

88. Texas Education Agency Fall 2015 88 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. Supplemental aids can be provided in the language that is most appropriate for the student. 3. Colors may be used in a supplemental aid to enhance readability or improve tracking but may NOT be used as a label.

89. Texas Education Agency Fall 2015 89 Special Instructions/Considerations 4. Pictures may be used in pictorial models of geometric figures and graphics of scientific concepts but not in other supplemental aids. 5. Using a supplemental aid as an accommodation during classroom instruction and classroom 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 supplemental aid provides and simply need assistance recalling the concepts. 6. Supplemental aids, like all accommodations, should be individualized for each student. Students have different strengths and needs, so it is not appropriate to provide all students the exact same set of supplemental aids.

90. Texas Education Agency Fall 2015 90 Special Instructions/Considerations 7. The test administrator may not remind the student to use the supplemental aid or explain to the student the information included on the supplemental aid. 8. The supplemental aid must be error-free, concise, and well organized so that a student can easily access the information. The supplemental aid must not contain numerous pages, as this may be more cumbersome than helpful when used during the state assessment. 9. If a student writes on the supplemental aid while taking the state assessment, the supplemental aid must be destroyed after testing.

91. TEA Contact Information  Student Assessment Division  512-463-9536  Assessment.studentswithdisabilities@tea.texas.gov Assessment.studentswithdisabilities@tea.texas.gov Texas Education Agency Fall 2015 91

92. EXTRA TIME (SAME DAY)  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  …routinely and effectively uses this accommodation…  …unable to effectively use other accommodations or any allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and  Meets one of the following :  …impairment in vision…  …identified with dyslexia or related disorder per TEC §38.003  …receiving special education services and has evidence of reading difficulties…  …behavioral or emotional disabling condition that affects attention and/or focus  …physical disability or medical condition that requires a significant amount of time for treatment and/or recovery  …identified with an autism spectrum disorder and requires the entire school day to complete testing in order to maintain as much of his or her typical structure and routine as possible 2014-2015 Texas Education Agency's Student Assessment Division 92 Type 1

93. EXTRA TIME (SAME DAY)  Special considerations  Extra time testing sessions for grades 3–8 and EOC should start at the beginning of the school day and may go until the end of the regularly scheduled school day.  Extra time testing sessions must never extend beyond a typical 7- hour school day for any one student. Schools that do not have typical 7-hour schedules should contact TEA for guidance.  Specific eligibility criteria for extra time as a linguistic accommodation are found in the document titled “Linguistic Accommodations for ELLs Participating in the STAAR Program,” located on the Accommodation Resources webpage. 2014-2015 Texas Education Agency's Student Assessment Division 93 Type 1

94. LARGE PRINT  This accommodation allows for state-provided large-print test materials.  Any student (e.g., general ed., special ed., Section 504) may use this accommodation if he/she meets the eligibility criteria.  …routinely and effectively uses this accommodation…  Meets one of the following:  …impairment in vision…  …disability that affects… accuracy in tracking …  …physical disability… 2014-2015 Texas Education Agency's Student Assessment Division 94 Type 1

95. LARGE PRINT  Special Considerations  The ordering process of large-print materials will be closely monitored to ensure districts are ordering only for those students who meet the eligibility criteria.  Student responses must be transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies.  Helpful resources to refer to:  “General Instructions for Administering Large-Print State Assessments”  “Font and Point Sizes Matrices”  Coordinator manual resources webpage for more information about the special request process for a paper administration of any online test.  If a student needs a test booklet in a larger print size than offered in the large-print test materials provided by the state, refer to the Photocopying Test Materials accommodation policy. 2014-2015 Texas Education Agency's Student Assessment Division 95 Type 1

96. DICTIONARY  This accommodation allows for the use of a dictionary to assist with comprehension of unfamiliar words and/or spelling. ONLY the following types of dictionaries may be used (more specific guidance about each is in accommodation document).  standard/general dictionary in English or Spanish  dictionary/thesaurus combination  electronic dictionary  bilingual dictionary  ESL dictionary  picture dictionary  sign language dictionary 2014-2015 Texas Education Agency's Student Assessment Division 96 Type 1

97. DICTIONARY  Any student who receives special education or Section 504 services may use this accommodation for grades 3-5 reading tests and the grade 4 writing test if he/she meets the eligibility criteria.  … routinely, independently, and effectively uses this accommodation…  Meets one of the following  For use on a reading test… disability that affects memory retrieval and/or decoding skills  For use on a writing test… …capable of organizing and developing ideas… understands the basic function and use of written language… but has a disability that is so severe that he or she cannot apply basic spelling rules and/or word patterns… 2014-2015 Texas Education Agency's Student Assessment Division 97 Type 1

98. DICTIONARY  Special Considerations  Dictionaries are a required part of standard test administration procedures (and not considered a testing accommodation) for some state assessments. Refer to the STAAR Dictionary Policy, located on the STAAR Resources webpage.  If a student in grade 6 or above needs a dictionary not listed in this policy, contact TEA’s Accommodations Task Force.  Teacher-made or student-made dictionaries are not allowed. 2014-2015 Texas Education Agency's Student Assessment Division 98 Type 1

99. DICTIONARY  Special Considerations  Information about the use of dictionaries as a linguistic accommodation can be found in the document titled “Linguistic Accommodations for ELLs Participating in the STAAR Program” on the Linguistic Accommodations for ELLs taking STAAR webpage.  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., electronic dictionary), students are NOT permitted Internet access during testing. Also, electronic devices with Internet or photographic capabilities are not allowable. 2014-2015 Texas Education Agency's Student Assessment Division 99 Type 1

100. BRAILLE  This accommodation allows for state-provided brailled test materials for a student receiving special education or Section 504 services as a student with a Visual Impairment and who routinely uses braille materials in the classroom.  contracted braille test materials  uncontracted braille test materials  This accommodation applies only to STAAR. 2014-2015 Texas Education Agency's Student Assessment Division 100 Type 1

101. BRAILLE  Special Considerations  Student responses on braille tests must be transcribed onto an answer document according to the procedures outlined in the Basic Transcribing and/or Complex Transcribing accommodation policies.  Review the document “General Instructions for Administering Braille State Assessments”  Specific Braille Instructions (SBI) supplement the test administrator manuals. They are shipped with the individual braille kits and posted online at http://www.TexasAssessment.com.  Test administrators must review the SBIs prior to test day to ensure that the test is administered properly. Testing irregularities could result if the SBIs are not used. 2014-2015 Texas Education Agency's Student Assessment Division 101 Type 1

102. Type 2 Accommodations  Complex Transcribing  Mathematics Scribe  Photocopying Test Materials  Extra Day  Other Type 2 September 17, 2015 Texas Education Agency 102

103. COMPLEX TRANSCRIBING  Applies ONLY to Grade 4 written composition  Grade 7 written composition  English I written composition  English II written composition  This accommodation allows a test administrator to record onto an answer document or in the Assessment Management System for STAAR A, a student’s dictated or signed responses to the writing prompts when a student with a disability is unable to accomplish this task independently. 2014-2015 Texas Education Agency's Student Assessment Division 103 Type 2

104. COMPLEX TRANSCRIBING  An Accommodation Request Form may be submitted to TEA (with an attached student writing sample if appropriate) if the student meets the following eligibility criteria.  …routinely and effectively uses this accommodation…  …unable to effectively use Basic Transcribing…, and  Meets one of the following:  …impairment in vision that necessitates the use of braille or large-print test materials  …physically disabling condition that prevents him or her from independently and effectively recording responses… 2014-2015 Texas Education Agency's Student Assessment Division 104 Type 2

105. COMPLEX TRANSCRIBING  Special Considerations  Complex Transcribing is intended for students who are physically unable to produce a written response. This accommodation is not intended for students who have spelling deficits or poor handwriting.  Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to transcribe the student’s responses to the writing prompts, including how to indicate the student’s spelling, punctuation, and capitalization. A test administrator who transcribes for a student must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.  Test administrators must sign the “Oath of Test Security…,” including the bottom section.  Any scratch paper must be destroyed after testing. 2014-2015 Texas Education Agency's Student Assessment Division 105 Type 2

106. MATHEMATICS SCRIBE  Applies ONLY to mathematics and science tests  This accommodation allows a test administrator to record a student’s dictated scratch work and computations when a disabling condition prevents the student from accomplishing this task independently.  The test administrator may write the student’s dictated scratch work and computations onto  scratch paper  chalkboard  white board  student’s test booklet 2014-2015 Texas Education Agency's Student Assessment Division 106 Type 2

107. MATHEMATICS SCRIBE  An Accommodation Request Form may be submitted to TEA (with an attached student writing sample if appropriate) if the student meets the following eligibility criteria.  …routinely and effectively uses this accommodation…  …is unable to effectively use test administration procedures or materials allowed for any student (e.g., various sizes or types of scratch paper/another workspace) or other accommodations (e.g., calculator) to address this need, and  Meets one of the following:  …impairment in vision that necessitates the use of braille or large-print test materials  …physically disabling condition that prevents him or her from independently and effectively recording scratch work/computations… 2014-2015 Texas Education Agency's Student Assessment Division 107 Type 2

108. MATHEMATICS SCRIBE  Special Considerations  Allowable test administration procedures and materials referred to in the "Student Eligibility Criteria" section of this document can be found on the Accommodations webpage.  Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to carry out this accommodation. A test administrator who serves as a Math Scribe must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.  Test administrators must sign the “Oath of Test Security…,” including the bottom section.  Any scratch paper must be destroyed after testing. 2014-2015 Texas Education Agency's Student Assessment Division 108 Type 2

109. PHOTOCOPYING TEST MATERIALS  This accommodation allows for test materials to be photocopied for eligible students by a trained test administrator who has signed the “Oath of Test Security…,” including the bottom section.  An Accommodation Request Form may be submitted to TEA if the student receives special education services and meets the following eligibility criteria.  … routinely receives this accommodation during classroom instruction and testing…  …unable to effectively use other accommodations or any allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and  Meets one of the following:  …impairment in vision and requires test materials in a size larger than the state-supplied large-print test materials  …physical disability that prevents him or her from effectively manipulating test materials printed on both sides of the paper and/or turning the pages in a test booklet 2014-2015 Texas Education Agency's Student Assessment Division 109 Type 2

110. PHOTOCOPYING TEST MATERIALS  Special Considerations  Allowable test administration procedures and materials referred to in the "Student Eligibility Criteria" section of this document can be found on the Accommodations webpage.  Approved Accommodation Request Forms are returned to the district with very specific guidelines about how to carry out this accommodation. A test administrator who photocopies secure test material must be trained in these guidelines.  For more information about the special request process for a paper administration of any online test, go to the coordinator manual resources webpage. 2014-2015 Texas Education Agency's Student Assessment Division 110 Type 2

111. PHOTOCOPYING TEST MATERIALS  Documents that can be Photocopied without an Accommodation Request  test administration directions  blank answer documents  state-supplied mathematics graph paper  state-supplied reference materials for grade 8 science and Algebra I 2014-2015 Texas Education Agency's Student Assessment Division 111 Type 2

112. EXTRA DAY  An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria.  …routinely and effectively uses this accommodation…  …unable to effectively use other accommodations or any allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and  Meets one of the following  …severe impairment in vision…including students who take the braille test…  …severe behavioral or emotional disabling condition… unable to continue working for a prolonged period of time or during certain times of the day  …severe physical disability or medical condition that limits the amount of time the student is able to continue working due to severe fatigue or decreased energy and stamina  …identified with an autism spectrum disorder… unable to complete the assessment in one day due to severe behavioral and/or emotional reactions that cannot be appropriately managed without an additional day of testing 2014-2015 Texas Education Agency's Student Assessment Division 112 Type 2

113. EXTRA DAY  Special considerations  This accommodation allows for one extra day to test.  Each day of testing must not extend beyond 7 hours.  TEA will provide additional procedures specific to the requested accommodation with any approved Accommodation Request Form.  Allowable test administration procedures and materials referred to in the "Student Eligibility Criteria" section of this document can be found on the Accommodations webpage. 2014-2015 Texas Education Agency's Student Assessment Division 113 Type 2

114. OTHER  Accommodations that fall into this category are only for students with disabilities who have unique needs that are not specifically addressed in the Accommodation Triangle.  Not intended to provide additional supplemental aids not listed as allowable  Not intended for students who fail to meet established eligibility criteria  Standard accommodations: do not invalidate test results  Nonstandard accommodations: invalidate what is being assessed 2014-2015 Texas Education Agency's Student Assessment Division 114 Type 2

115. OTHER  An Accommodation Request Form may be submitted to TEA if the student meets the following eligibility criteria.  …routinely, independently, and effectively (if applicable) receives this accommodation during classroom instruction and testing…  …unable to effectively use other accommodations or any allowable test administration procedures or materials (Accommodations for Students with Disabilities webpage) to address this need, and  the district testing coordinator has been advised by a member of TEA’s Accommodations Task Force that the accommodation fits into the category of Other 2014-2015 Texas Education Agency's Student Assessment Division 115 Type 2

116. Accommodations in Emergency or Unexpected Situations  Follow these steps when unexpected or emergency situations (e.g., broken arm, lost eyeglasses) occur just prior to or on the day of the state assessment. More specific information can be found on TEA’s Accommodations for Students with Disabilities webpage.  Step 1: No need to contact TEA if a student’s needs can be met with allowable test administration procedures or materials.  Step 2: No need to contact TEA if a student’s needs can be met with Type 1 accommodations.  Step 3: Contact TEA if the student’s needs cannot be met with Step 1 or 2, and Type 2 accommodations are being considered. September 17, 2015 Texas Education Agency 116

117. Recording Accommodations on the Student’s Answer Document  District and Campus Coordinator Manual  GA = general accommodation  BR = braille administration  LP = large print administration  OA = oral administration  XD = extra day  LA = linguistic accommodation  Record the accommodation that is documented and made available to a student, even if the student did not use the accommodation during testing. September 17, 2015 Texas Education Agency 117

118. COMING SOON! Supplemental Accommodation Resources  Accommodation Request Process For Type 2 Accommodations  General Instructions for Administering Braille State Assessments  General Instructions for Administering Large-Print State Assessments  General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing  Font and Point Size Matrices  Miscellaneous training presentations (e.g., Supplemental Aids)  Allowable Test Administration Procedures and Materials September 17, 2015 Texas Education Agency 118

119. Accommodations for STAAR Alternate 2, TELPAS, and TAKS  Information about accommodations for students taking the following assessments can be found in the applicable manuals.  STAAR Alternate 2: Educator Guide for STAAR Alternate 2 and the test administration manual  Texas English Language Proficiency Assessment System (TELPAS): test administration manual  Texas Assessments of Knowledge and Skills (TAKS): Directions for District Coordinators, Campus Coordinators and Test Administrators on the TAKS Resources webpage September 17, 2015 Texas Education Agency 119

120. GENERAL INSTRUCTIONS FOR ADMINISTERING BRAILLE STATE ASSESSMENTS  Test administrators MUST receive training prior to administering a braille STAAR assessment.  If a student needs a braille test for a testing program other than STAAR, contact TEA’s Student Assessment Division to discuss options.  Specific Braille Instructions (SBIs):  Braille tests are shipped with SBIs and they are also available two weeks prior to testing on Pearson website: http://www.texasassessment.com/braille/sbi/ http://www.texasassessment.com/braille/sbi/  After the braille shipment arrives, but prior to the day of testing, test administrators MUST read the SBIs to determine which materials or procedures a student may need for testing. 2014-2015 Texas Education Agency's Student Assessment Division 120 IMPORTANT INFORMATION

121. GENERAL INSTRUCTIONS FOR ADMINISTERING BRAILLE STATE ASSESSMENTS  SBIs provide test administrators with the following type of information  Which test questions have been altered  Picture descriptions of graphics that can be read aloud if student requests  Directions on which information to read aloud to students  Example: Whether special symbols or braille codes are used on test  List of manipulatives student will need during test  Examples: Braille ruler, three-dimensional geometric figures  Instructions on how to transcribe the student’s responses onto the answer document 2014-2015 Texas Education Agency's Student Assessment Division 121

122. GENERAL INSTRUCTIONS FOR ADMINISTERING LARGE-PRINT STATE ASSESSMENTS  Test administrators MUST receive training in the procedures and special instruction in this document prior to testing.  It is important that test administrators be given their test administration materials in time to prepare for testing, especially if additional accommodations are needed.  The “Transcribing Griddable Questions” student document MUST be 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. 2014-2015 Texas Education Agency's Student Assessment Division 122

123. GENERAL INSTRUCTIONS FOR ADMINISTERING LARGE-PRINT STATE ASSESSMENTS  If a student has a visual impairment and needs printed materials in a size larger than the state-supplied large-print materials, refer to the Photocopying Test Materials accommodation policy.  Font and point size matrices for all testing programs located on Accommodations for Students with Disabilities webpage  STAAR L, STAAR A, and TELPAS reading tests are administered online. However, if a student is not able to access an online assessment even with appropriate technology-based accommodations, a request for a large print paper test may be submitted to TEA. For more information about the special request process for a paper administration of any online test, go to the coordinator manual resources webpage. 2014-2015 Texas Education Agency's Student Assessment Division 123

124. GENERAL INSTRUCTIONS FOR ADMINISTERING STATE ASSESSMENTS TO STUDENTS WHO ARE DEAF OR HARD OF HEARING  Test administrators MUST receive training in the procedures and special instruction in this document prior to testing. Information about the following topics can be found in this document.  Who may serve as test administrators  Testing accommodations, including how to provide a signed administration of test content to eligible students  Refer to the Oral Administration accommodation policy for information about eligibility for a signed administration.  This includes special instructions for students taking STAAR L and STAAR A. 2014-2015 Texas Education Agency's Student Assessment Division 124

125. ALLOWABLE TEST ADMINISTRATION PROCEDURES AND MATERIALS  Certain procedures and materials are allowed for any student who needs them and is taking a state assessment.  A list of allowable procedures and materials is located in the District and Campus Coordinator Manual as well as the Accommodations for Students with Disabilities webpage. 2014-2015 Texas Education Agency's Student Assessment Division 125

126.  Accommodation Request Process For Type 2 Accommodations  General Instructions for Administering Braille State Assessments  General Instructions for Administering Large-Print State Assessments  General Instructions for Administering State Assessments to Students Who are Deaf or Hard of Hearing  Font and Point Size Matrices  Miscellaneous training presentations (e.g., Supplemental Aids)  Allowable Test Administration Procedures and Materials September 17, 2015Texas Education Agency 126

127.  Information about accommodations for students taking the following assessments can be found in the applicable manuals.  STAAR Alternate 2: Educator Guide for STAAR Alternate 2 and the test administration manual  Texas English Language Proficiency Assessment System (TELPAS): test administration manual  Texas Assessments of Knowledge and Skills (TAKS): Directions for District Coordinators, Campus Coordinators and Test Administrators on the TAKS Resources webpage September 17, 2015Texas Education Agency 127

132. Allowable Test Administration Procedures (NOT “Accommodations”) This is from the 2015 manual – 2016 is not posted yet, but I can’t imagine much significant will change…