1. 2018 accessibility training
Accessibility Features,
Designated Supports

2. Accessibility is…
Every year in the fall, the Accommodation Resources webpage is updated with policy documents and training materials that apply to the state assessments for the current school year.
Ensuring that each student can interact appropriately with the content, presentation, and response mode of the test.
Assessments should 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 being barriers.
In order to meet this goal, various features and supports are made available on paper and online tests to students who use the same or similar supports during classroom instruction.

3. Overview of Changes
Photocopy no longer an individual support, but has been included within other policy documents (Large print, Other)
Policy changes:
Dictionaries for reading and writing no longer a designated support, part of the STAAR Dictionary Policy now
Projection devices and amplification devices moved to accessibility features
Authority for decision for math manipulatives and supplemental aids has been expanded to include additional campus level teams (e.g., RTIs)
New and updated online embedded supports and tools

4. Accessibility Features
Can be found in the District and Campus Coordinator Manual and the Accommodations Resources webpage
Available to any student who regularly benefits from the use of these procedures or materials during instruction 
No need to document use of Accessibility Features in student paperwork or answer document/Assessment Management System 
A student may need to complete the test in a separate setting in order to eliminate distractions to other students and to ensure that the security and confidentiality of the test is maintained.
Coordinators are responsible for ensuring that test administrators understand the proper implementation of these procedures and use of these materials.
A student cannot be required to use accessibility features during testing. 

5. Accessibility Features
Signing test administration directions
Translating test administration directions
Bilingual dictionary (word-to-word translations; no definitions or examples) for mathematics, science, and social studies assessments
Read test aloud to self (e.g., PVC pipe, recording device)
Reading aloud or signing the expository or persuasive writing prompt
Reading assistance on the grade 3 mathematics test
Scratch paper (or any medium that can be erased or destroyed)
Blank place markers or online guideline tool
Magnifying devices or online zoom feature
Highlighters (including online tool), colored pencils, or crayons
Tools to minimize distractions or to help maintain focus (e.g., stress ball, headphones, instrumental music)
Individual or small-group administrations
Reminding students to stay on task
New for 2018:
Sticky notes tool added to the online system
Use of amplification/projection devices

6. Accessibility Features
Signing test administration directions
Translating test administration directions
Bilingual dictionary (word-to-word translations; no definitions or examples) for mathematics, science, and social studies assessments
Read test aloud to self (e.g., PVC pipe, recording device)
Reading aloud or signing the expository or persuasive writing prompt
Reading assistance on the grade 3 mathematics test
Scratch paper (or any medium that can be erased or destroyed)
Blank place markers or online guideline tool
Magnifying devices or online zoom feature
Highlighters (including online tool), colored pencils, or crayons
Tools to minimize distractions or to help maintain focus (e.g., stress ball, headphones, instrumental music)
Individual or small-group administrations
Reminding students to stay on task
New for 2018:
Sticky notes tool added to the online system
Use of amplification devices
TAs who give grade 3 math need to be trained in ORAL ADMIN procedures, in case they have to provide reading assistance.
TAs who read prompt or gr.3 math aloud must sign bottom part of TA oath. 

7. Locally Approved Designated Supports
These include twelve supports that may be made available to students who meet eligibility criteria.
Eligibility decisions are made by the appropriate team of people at the campus level based on the eligibility criteria and are documented in the appropriate paperwork.
Each support document includes…
Description of Accommodation
Assessments
Student Eligibility Criteria
Authority for Decision and Required Documentation
Examples/Types
Special Instructions/Considerations
These are what we are used to calling ACCOMMODATIONS 

8. 12 Locally Approved Designated Supports
Basic Transcribing
Braille
Calculation Aids
Content & Language Supports
Extra Time
Individualized Structured Reminders
Large Print
Manipulating Test Materials
Mathematics Manipulatives
Oral/Signed Administration
Spelling Assistance
Supplemental Aids

9. Eligibility… More specific eligibility requirements BRAILLE
BASIC TRANSCRIBING
INDIVIDUALIZED STRUCTURED REMINDERS
MANIPULATING TEST MATERIALS
MATHEMATICS MANIPULATIVES
SUPPLEMENTAL AIDS
Routinely, effectively, (independently if applicable) use in classroom instruction & testing 
LARGE PRINT
EXTRA TIME (SAME DAY)
ORAL ADMINISTRATION
CONTENT/LANGUAGE SUPPORTS
CALCULATION AIDS
SPELLING ASSISTANCE
More specific eligibility requirements 

10. Required Documentation…
SPED
LEP
504
RTI 

11. Eligibility… BRAILLE BASIC TRANSCRIBING
Routinely, effectively, (independently if applicable) use in classroom instruction & testing 
BRAILLE
BASIC TRANSCRIBING
INDIVIDUALIZED STRUCTURED REMINDERS
MANIPULATING TEST MATERIALS
MATHEMATICS MANIPULATIVES
SUPPLEMENTAL AIDS

12. Braille
DESCRIPTION: This designated support provides brailled test materials to a student with a Visual Impairment (VI) who is unable to access printed test materials
“UNCONTRACTED” = letter by letter
“CONTRACTED” = uses short forms called contractions, to form words
Most braille books are in contracted braille
For any student who routinely and effectively uses it during classroom instruction and classroom testing  

13. Basic Transcribing
DESCRIPTION: This designated support allows a test administrator to transfer student responses onto an answer document or into the STAAR Assessment Management System for online administrations when a student is unable to accomplish this task independently.
For any student who routinely and effectively uses it during classroom instruction and classroom testing  

14. Basic Transcribing Highlights: Special instructions & considerations…
Transcriber must record EXACTLY what student indicated – no editing, altering, or providing feedback.
When transcribing composition online, student gets full time, and can review/edit; transcriber can ask for clarification (ex. can’t decipher student handwriting) if student is present and it’s within time limit – no student edits/corrections after the time limit.
Transcribing must be done by trained TA with oath – sign bottom part.
TA must show student online space into which composition has to fit (1,750 typed characters)
Griddable response document must be printed (available online) and given to student; doc gets destroyed after the test.
TA writes ‘Transcribed by _____ because ___ ‘at top of doc.
Spell-check, word predictor, etc must be disabled when student types composition on word processor (unless student is eligible for Spelling Assistance support).
No photocopykinig/scanning/saving student responses; typed/handwritten responses & student notes must be destroyed
APP USE:
DISABLE…
Any auto-save feature
Ability to share/ response
Internet access and enabled links
Translation services
Ability to access other programs or features on the device

15. Individualized Structured Reminders
DESCRIPTION: allows a test administrator to provide a student individualized structured reminders to stay on task during state testing beyond what is required or allowed for any student during the standard administration procedures
Examples/Types
This designated support includes but is not limited to
• paperclips or adhesive notes used to divide the test into sections
• more-frequent or less-frequent reminders of time left to test than required in the standard administration procedures
• structured reminders that are part of a behavior plan
• personal timer or clock set to remind a student to move on to the next question, page, or section or to remind a student to stop at pre-established times during the test
• index cards that have handwritten or color-coded reminders to continue working
For any student who routinely and effectively uses it during classroom instruction and classroom testing  

16. Individualized Structured Reminders
Highlights…
General reminders to stay on task (e.g., test administrator taps student on the shoulder, test administrator verbally reminds student to continue working) are accessibility features available to any student who needs them. When a student requires more individualized structured reminders, the appropriate team of people at the campus level need to determine eligibility and document the decision in the appropriate paperwork.
Some students might need assistance with certain reminders (e.g., inserting paperclips, setting the timer). This is allowable; however, it is preferable that the student, rather than the test administrator, direct or control the use of the reminder when possible.

17. Manipulating Test Materials
ELIGIBILITY
For any student who routinely and effectively uses it during classroom instruction and classroom testing
DESCRIPTION: allows the test administrator to physically manipulate test materials, online tools, and equipment for a student who is unable to do so independently.
Examples…
This designated support includes but is not limited to
• turning test booklet pages per student directions
• positioning the ruler per student directions
• using the mouse to navigate the pages and operate the tools in an online administration per student directions
• operating technology per student directions
• highlighting per student directions
• positioning mathematics manipulatives per student directions
• recording notes in the margins per student directions (not applicable to math calculations or responses to the written composition)

18. Math Manipulatives Examples/Types
DESCRIPTION: concrete objects or pictures of concrete objects for a student to move and touch in order to visualize abstract concepts.
This designated support may include only
• real or play money (both heads and tails)
• clocks with or without numbers shown on clock face; the clock should NOT have gears
• base-ten blocks
• various types of counters (e.g., two-sided chips, blocks, numerals with printed or raised dots)
• algebra tiles; the tiles should NOT contain words, labels, pictures, acronyms, mnemonics, numbers, symbols, or variables
• fraction pieces (e.g., fraction bars, fraction circles); the fraction pieces should NOT contain labels (e.g., labels that show individual fractions, equivalencies, or cumulative sequence)
• geometric figures that are grade- or course-appropriate; the figures may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms; the figures should NOT contain words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. Providing a pictorial model of a geometric figure in one form (e.g., net) and a supplement aid of the same figure in another form (e.g., three-dimensional solid) is NOT allowed.
For any student who routinely and effectively uses it during classroom instruction and classroom testing  

19. Supplemental Aids Examples/Types
For any student who routinely and effectively uses it during classroom instruction and classroom testing  
DESCRIPTION: allows a student to use paper-based resources that assist in recalling information.
Examples/Types
ALL SUBJECTS
Mnemonic Devices
Blank Graphic Organizers
MATH
Math Charts
Graphics
WRITTEN COMPOSITION
Grammar & Mechanics Rules
SCIENCE
SOCIAL STUDIES

20. ALL SUBJECTS: Mnemonic Devices
Supplemental Aids
ALL SUBJECTS: Mnemonic Devices N
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.
The subject-specific words that the mnemonic represents are NOT allowed.
YES
Parenthesis
Exponents
Multiplication
Division
Addition
Subtraction
P E D M A S
Please
Excuse My
Dear
Aunt
Sally

21. ALL SUBJECTS: Blank Graphic Organizers
Supplemental Aids
ALL SUBJECTS: Blank Graphic Organizers
YES
Blank graphic organizers may NOT contain titles, words, labels, colors used as labels, pictures, acronyms, mnemonics, numbers, symbols, or variables. N

22. Supplemental Aids N YES MATH CHARTS: Number Charts, Place Value 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.
Numbers on number charts must be in sequential order.
Multiplication and addition charts are not allowed as supplemental aids (They’re calculation aids.)
Place value charts 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. N

23. Supplemental Aids N YES MATH GRAPHICS: Pictorial Models of Fractions
Pictorial models of fraction bars or fraction circles may be used.
The models should NOT contain labels.
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). N

24. Pictorial Representations of Geometric Figures
Supplemental Aids
MATH GRAPHICS:
Pictorial Representations of Geometric Figures
YES
Pictorial models of one-, two-, and three-dimensional geometric figures may be used; however, the figures must be grade- or course-appropriate.
The figures may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables. N
Obtuse
90°

25. Pictorial Representations of Geometric Figures
Supplemental Aids
MATH GRAPHICS:
Pictorial Representations of Geometric Figures
YES
A pictorial model of a geometric figure may be provided in either three-dimensional form or two-dimensional form, but NOT in both forms.
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. N
A student cannot have this cylinder manipulative (math manipulative support)…
…along with this pictorial representation of a cylinder (supplemental aid)

26. WRITTEN COMPOSITION: Grammar &
Supplemental Aids
YES
WRITTEN COMPOSITION: Grammar &
Mechanics Rules
A list of grade-appropriate grammar and mechanics
rules
may be
used.
The list may NOT contain any specific examples.
The student should only be given this aid when working on the composition – NOT throughout the writing/ English test  N

27. Supplemental Aids N YES SCIENCE GRAPHICS: Concept Graphics
Graphics of science concepts may be used.
The graphics may NOT contain titles, words, labels, colors used as labels, acronyms, mnemonics, numbers, symbols, or variables. N
(A color coded blank periodic table cannot be used.)

28. Supplemental Aids N YES SCIENCE GRAPHICS: Formula Triangles
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. N

29. SOCIAL STUDIES: Blank Maps
Supplemental Aids
SOCIAL STUDIES: Blank Maps
YES
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. N

30. SOCIAL STUDIES: Timelines
Supplemental Aids
SOCIAL STUDIES: Timelines
YES
Timelines
may be used
if they contain
only dates.
Labeling the events connected with those dates in any way is NOT allowed. N

31. Eligibility… More specific eligibility criteria LARGE PRINT
EXTRA TIME (SAME DAY)
ORAL ADMINISTRATION
CONTENT/LANGUAGE SUPPORTS
CALCULATION AIDS
SPELLING ASSISTANCE
More specific eligibility criteria 

32. Large Print
ELIGIBILITY
Routinely and effectively uses large-print materials, including text books, worksheets, etc., during classroom instruction and classroom testing, and
Has tracking difficulties, or
Is VI, or
Has physical disability that necessitates LP
DESCRIPTION: provides a student with enlarged test materials when he or she is unable to effectively access test materials in standard print size

33. Extra Time
DESCRIPTION: This designated support allows a student to have extra time until the end of the school day to complete a state assessment.
ELIGIBILITY
ELL*
Visual Impairment
Dyslexia or a related disorder per TEC §38.003
Reading Difficulties
Behavior/Emotional need for breaks
Medical condition
*cannot be considered for exit from LEP if used on ELA test 
Autism

34. Extra Time Highlights: Special instructions & considerations…
A student should be allowed to continue testing until the end of the regularly scheduled school day, but cannot be required to continue testing until that time. A student should be allowed to leave the testing room when he or she has completed the test.
A student who receives extra time to complete his or her test may be transferred to a different location after the original testing session has ended. Testing personnel must be made aware of the monitoring requirement when students are transferred from one area to another. Students are not permitted to transport test materials outside the testing environment.
Extra time testing sessions should start at the beginning of the school day and may go until the end of the regularly scheduled school day for all subjects. Extra time testing sessions must NOT extend beyond a typical seven-hour school day for any one student.

35. Oral Administration
DESCRIPTION: allows test material to be read aloud to a student. All references to reading support during an oral administration also apply to signing during a signed administration. In addition, an online oral administration is administered via text-to-speech
PAPER
ONLINE
READING
Test Qs and A choices
Ref. materials, designated supports
X NEVER passages
Text-to-Speech: Q&As, embedded supports
TA can read designated paper supports and ref. materials but nothing else
MATH/SCI/SS
WRITING
X NOTHING from the booklet (except the prompt)
Text-to-Speech: Revising passages & Q&As, embedded supports
ELIGIBILITY
Routinely and effectively uses it during classroom instruction and classroom testing, and
Meets at least one of the following:
• ELL*
• DYSLEXIA or a related disorder per TEC §38.003
• Documented evidence of reading difficulties
*cannot be considered for exit from LEP if used on ELA test

36. SPECIAL OPS TEST ADMINISTRATOR TRAINING
Oral Administration
Oath
Oral Administration TAs must sign the bottom part of the TA oath.
Oral Administration TAs must be trained using the MISD Power Point and TEA OA Guidelines manual.
Best Practice…
SPECIAL OPS TEST ADMINISTRATOR TRAINING
Oral Administration
Online STAAR Tests
Train ALL test administrators in Oral Administration procedures – you never know who will have to pinch hit as an OA TA
Use content-area teachers for matching content-area OA subjects

37. Content & Language Supports
Prior to participating in the STAAR online operational assessment, students and teachers should become familiar with the embedded supports and various tools that are provided in the online tests. There are several resources that can be accessed on the TEA website, including the STAAR online tutorials and released tests.
Practice tests and tutorials!

38. Content & Language Supports (ONLINE)
DESCRIPTION: 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.
SPED
504
ELL*
*cannot be considered for exit from LEP if used on ELA test 

39. Calculation Aids Grades 3 & 4 Grades 5, 6, 7 or or or
Available to SPED/504 who meets eligibility criteria 
DESCRIPTION: provides an alternate method of computation for a student who is unable to effectively use paper-and-pencil methods.
Grades 3 & 4
Grades 5, 6, 7
• The student has a physical disability that prevents him or her from independently writing the numbers required for computations and cannot effectively use other accessibility features to address this need (e.g., whiteboard, graph paper).
• The student has an impairment in vision that prevents him or her from seeing the numbers they have written during computations and cannot effectively use other accessibility features to address this need (e.g., magnifier).
Physical disability…
Impairment in vision…
The student has a disability that affects mathematics calculations. Even after intensive instruction and remediation, the student is consistently unable to memorize basic addition, subtraction, multiplication, or division facts or perform the steps in an algorithm correctly when solving problems. or or or

40. Calculation Aids Examples/Types
This designated support may include only
four-function calculator
scientific calculator
graphing calculator
large-key calculator
abacus or Cranmer modified abacus
audio-graphing calculator
speech-output calculator
0–9 addition grid without special numbers (e.g., even numbers) indicated
grade-appropriate multiplication grid without special numbers (e.g., perfect squares) indicated
TEA is changing this language…

41. Spelling Assistance Examples/Types
DESCRIPTION: provides various types of spelling assistance (on reading/writing/English I-II STAAR) for a student with a disability.
ELIGIBILITY
504 or SPED, and
Routinely, independently, and effectively uses it during classroom instruction/tests, and
Is capable of organizing and developing ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that he or she cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses.  
Examples/Types
This designated support may include only
• visual sound cards
• frequently misspelled word list (e.g., student-made, teacher-made, commercially produced)
• spell-check function on a word processor or as an online embedded support on STAAR
• pocket spell-checker
• word-prediction software
• text-to-speech software or devices
• speech-to-text software, applications, or devices
NEW!

42. Designated Supports Requiring TEA Approval
These include supports that may be made available to students who have a TEA-approved accommodation request form.
First, eligibility decisions are made by the appropriate team of people at the campus level based on the eligibility criteria and then a request is sent to TEA for determination.
Complex Transcribing
Extra Day
Math Scribe
Other
These supports are approved extremely rarely.  

43. Complex Transcribing Eligibility
DESCRIPTION: allows a test administrator to record onto an answer document or in the STAAR Assessment Management System for online tests a student’s dictated or signed responses to the writing prompts when a student with a disability is unable to accomplish this task independently.
Eligibility
Submit an Accommodation Request Form to TEA if the student
Routinely and effectively uses this designated support during classroom instruction and classroom testing,
Is unable to effectively use Basic Transcribing to address this need, and
Meets at least one of the following:
• The student has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for special education services with a Visual Impairment [VI]) that necessitates the use of braille or large-print test materials.
• The student has a physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis) that prevents him or her from independently and effectively recording responses on the lined pages of the answer document or in the space provided in the STAAR Assessment Management System for online tests
TEA will provide, with any approved Accommodation Request Form, 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.

44. Mathematics Scribe Eligibility
DESCRIPTION: 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.
Eligibility
Submit an Accommodation Request Form to TEA if the student
Routinely and effectively uses this designated support during classroom instruction and classroom testing,
Is unable to effectively use any accessibility features (e.g., various sizes or types of scratch paper/another workspace) or locally approved designated supports (e.g., calculation aid) to address this need, and
Meets at least one of the following:
• The student has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for special education services with a Visual Impairment [VI]) that necessitates the use of braille or large-print test materials.
• The student has a physically disabling condition (e.g., muscular dystrophy, cerebral palsy, arthritis) that prevents him or her from independently and effectively recording scratch work and computations.
The role of the mathematics scribe is to record the student’s dictated scratch work and computations exactly as the student indicates. TEA will provide, with any approved Accommodation Request Form, specific guidelines about how to carry out this designated support. A test administrator who serves as a Mathematics Scribe must be trained in these guidelines so that he or she understands the boundaries of the assistance being provided.

45. Extra Day
Eligibility
Submit an Accommodation Request Form to TEA if the student
Routinely and effectively uses this designated support during classroom instruction and classroom testing,
is unable to effectively use any accessibility features (e.g., tools to minimize distractions, individual administration, reminders to stay on task) or locally approved designated supports (e.g., extra time, individualized structured reminders) to address this need, and
Meets at least one of the following:
• The student has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for special education services with a Visual Impairment [VI])
• The student has a severe behavioral or emotional disabling condition, the manifestation of which makes him or her unable to continue working for a prolonged period of time or during certain times of the day.
• The student has a 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.
• The student is identified with an autism spectrum disorder and will be unable to complete the assessment in one day due to severe behavioral or emotional reactions that cannot be appropriately managed without an additional day of testing.
DESCRIPTION: allows a student with a disability an extra day to complete a state assessment
Receiving an extra day to complete the test is a designated support intended for an extremely small group of students with disabilities who have a TEA-approved Accommodation Request Form.
Students will only be permitted to test over two regularly scheduled, consecutive school days. Each day of testing must not extend beyond seven hours.

46. 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 the 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.
Eligibility
Submit an Accommodation Request Form to TEA if
The student routinely, independently, and effectively (if applicable) receives this designated support during classroom instruction and classroom testing, and
The student is unable to effectively use any accessibility features or designated supports to address this need.
TEA may provide additional procedures specific to the requested designated support if approved.  

47. Designated Supports: TECHNOLOGY
Test administrators must actively monitor the use of the technology, including technology-based accommodations, during an assessment.
Supports that Use Technology
Basic Transcribing
Word processor as separate work space
Speech-to-text software, applications, or devices
Calculation Aid
Calculator applications
Spelling Assistance
Spell-check on a word processor
Word-prediction software
Text-to-speech software or devices
iPads: only for calculator
or speech-to-text
For a device or software to be considered appropriate for state assessment use, it must :
be set in a mode that locks the user into a specific software program;
block the user from accessing functionality that may violate test security, such as
the ability to send secure test content (e.g., messages, captured images, videos);
the ability to send or receive any person-to-person communication about secure test content (e.g., chat, video);
the ability to save secure test content; or
not provide functionality that compromises the curriculum assessed.

48. Special Paper Request Process
Because Content and Language Supports are embedded accommodations presented in an online format, replicating these features in a paper version is not always possible.
Technology-based supports enable most students to test online; however, in instances in which the use of an accommodation is not feasible or appropriate, or if the administration of an online test is inappropriate due to a student’s particular disability, a special request may be made to TEA for approval to administer a paper test booklet.
In the (unique, very rare)event that a student needs a paper version of a test that has online-based accommodations, there’s a special request process, similar to an Accommodation Request Form for TEA-approved supports like Extra Day.
9/12/17

49. Accommodations in Unexpected or Emergency Situations
What To Do…
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. The district testing coordinator may need to submit an Accommodation Request Form.
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 on the answer document or in the STAAR Assessment Management System.

50. Grade 4 STAAR Writing Online
The test administrator transcribing the student’s response must do so in accordance with guidelines for Basic Transcribing.
(Remember – if the student watches the TA transcribe, the student can edit and/or clarify; this has to be done within the time limit.)
For any grade 4 student who is taking the STAAR writing test online, the test administrator may transcribe (i.e., type) the student’s response to the written composition into the online test. The student does not have to be eligible for Basic Transcribing to receive this assistance and it does not need to be documented in the Assessment Management System.
Note: This is not a requirement of the administration and decisions regarding this provision must be based on individual student need.
Students in all other grades and subjects must meet the eligibility requirements for Basic Transcribing if this accommodation is needed.

51. REMINDER: ELLs & Accommodations & Exit Criteria
Students for whom the LPAC recommends the following designated supports for any reading or writing assessment, may not be considered for exit at the end of the school year:
Oral Administration
Language/Vocabulary Supports (online)
Extra Time

52. CONSIDER: ELLs & Dictionaries & Exit Criteria
Use of dictionaries on grades 3-5 reading and writing assessments no longer an accommodation
STAAR Dictionary Policy expanded to include these grades
It is important for LPACs to consider the degree to which an ELL student relies on a dictionary during language arts instruction or testing when making exit decisions at the end of the year.  

53. Online Practice Tests & Tutorials
STAAR Online Tutorials
When you open the STAAR online testing platform, you will see a menu of options, including “Tutorials.”
Once you select “Tutorials,” you will be taken to a screen with several drop-down menus.
Choose the grade, subject, and test (i.e., available supports) you want, and click “Login.”
You do NOT need a username or password.
Will be updated for 2018 Administration

54. Will be updated for 2018 Administration
Online Tutorials
You will know you are in the right place when you see the logo screen and title.
Tabs at the bottom of the screen act as a table of contents. Each tab contains a page that explains the online feature/tool and provides a short video.
Note: Videos do not have sound except for the Speak and Audio videos, which only read aloud the text on the screen.
The second page of each tab has a question that you can use to practice with the feature/tool you just learned about.
Note: The questions do NOT contain tested content but are only intended to practice using the feature/tool.
Will be updated for 2018 Administration

55. Online Practice Tests STAAR Online Tutorials
When you open the STAAR online testing platform, you will see a menu of options, including “Practice.”
Here you will find released tests for 2016 and 2017.
To practice taking the test with all supports (i.e., TTS, pre-reads, pop-ups and rollovers), select “All PNP”. 
You do NOT need a username or password.
Will be updated for 2018 Administration

56. Online Practice Tests

57. Accessibility Resources @ TEA
Google “2018 Accessibility Resources”
Top hit = the right place at the TEA web site

58. Accessibility Resources @ TEA
More/Updated 2018 Resources coming soon

59. beth.chapoton@manorisd.net x4451
Contact Info
Beth loves to call her pals at TEA with questions…
x4451

60. DECEMBER EOC REMINDERS/DATES
October 6 Precode cut-off
Beth did updates for transfers and for returning testers and put them in Test Hound. Anyone who comes to you from here on out will need a hand-gridded answer document and will need to be added to Test Hound.
Late October CTC and principal training for MEA (get oaths),
CTC oath from MHS
November Materials arrive
November 15 Next CTC meeting
December 1 Deadline for Test Administrator Training
You should schedule it before that! And be prepared for folks needing make-up!
**Start planning your plan now – use To-Do list as a resource!