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Accessibility Features

Procedures and materials that are available to any student based on their need(s).

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

Examples Include:

  • Amplification Device: Speakers or a frequency modulation system to amplify the teacher's voice for a student with a hearing disability or difficulty maintaining focus.

  • Projection Device: Enlarging materials via a camera or screen to accommodate a student with a visual impairment.

  • Color overlays and the color settings for online tests

  • Various types of scratch paper, dry erase boards, or any other medium that can be erased or destroyed

  • Blank place markers and the guideline tool for online tests

  • Magnifying devices and the zoom feature for online tests

  • Various types of highlighters, colored pencils, or any other tool that can be used to focus attention on text

  • Signing test administration directions for a student who is deaf or hard of hearing

  • Translating test administration directions into the native language of an English learner

  • Allowing a student to use a bilingual dictionary on mathematics, science, and social studies assessments (word-to-word translations; no definitions or examples; no applications on tablets or other devices)

  • Allowing a student to read the test aloud to facilitate comprehension (includes use of PVC pipe or recording device)

  • Reading aloud or signing the expository or persuasive writing prompt to any student who requests this assistance

  • Providing reading assistance on the grade 3 mathematics test for any student

  • Typing a student’s response to the writing prompt into the online test for any grade 4 student who is taking STAAR writing online and cannot type proficiently

  • Giving permission for a student to use tools to minimize distractions or to help maintain focus (e.g., stress ball, noise-reducing headphones, or instrumental music [no lyrics] played through an individual student’s headphones or ear buds)

  • Allowing individual and small-group administrations

  • Reminding students to stay on task

  • Photocopying or enlarging the following non-secure test materials:

      • test administration directions
      • blank answer documents
      • the state-supplied mathematics graph paper
      • the state-supplied reference materials for grade 8 mathematics and science, Algebra I, and Algebra II (Mathematics reference materials for grades 3–7 contain rulers and may NOT be photocopied because the rulers could be distorted. However, reference materials without rulers can be printed from the Help tab in the Assessment Management System.)

How to Implement:

  • 1.

    Identify the appropriate level of support according to the student’s need and the instructional task to be completed. 

    Identify the appropriate level of support according to the student’s need and the instructional task to be completed. 

  • 2.

    Develop resources for the student's use.

    Develop resources for the student's use.

  • 3.

    Collaborate with assistive technology staff for websites, apps, and other tech tools that can replicate the functionality of the online features available on the state assessment. 

    Collaborate with assistive technology staff for websites, apps, and other tech tools that can replicate the functionality of the online features available on the state assessment. 

  • 4.

    Teach the student how to use the supports through modeling and think alouds. Use clear expectations so the student understands how to use it appropriately

    Teach the student how to use the supports through modeling and think alouds. Use clear expectations so the student understands how to use it appropriately in a variety of situations and environments. 

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  • 5.

    Lead guided practice and provide authentic opportunities for independent practice.   

    Lead guided practice and provide authentic opportunities for independent practice.   

  • 6.

    Monitor and record the student’s progress and the effectiveness of the supports.

    Monitor and record the student’s progress and the effectiveness of the supports.

  • 7.

    Provide feedback to the student. Feedback should be specific and include positive praise for correct use and corrective feedback for inappropriate use. 

    Provide feedback to the student. Feedback should be specific and include positive praise for correct use and corrective feedback for inappropriate use. 

  • 8.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

  •  

Review the TEA policy document for details about allowable use of accessibility features during test administration.

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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STAAR

Type: Accessibility Feature 

Assessments: All subjects, all grades

Student Eligibility Criteria: 

  • available to any student who regularly benefits from the use of these procedures or materials during instruction

Same as STAAR

Same as STAAR