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Basic Transcribing

Basic Transcribing allows the educator to transfer exact student responses onto an answer sheet when the student is unable to perform bubbling or writing tasks effectively.

 

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:

  • Transferring answers that a student points to or circles.

  • Transferring answers that a student types or writes on another workspace such as scratch paper, a dry erase board, etc.

  • Transferring answers that a student dictates or signs.

  • Transferring answers that a student uses speech-to-text software.

How to Implement:

  • 1.

    Assess the level of writing support the student needs based on their writing samples and/or physical support needs. Consider the appropriate level of student

    Assess the level of writing support the student needs based on their writing samples and/or physical support needs. Consider the appropriate level of student independence.

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  • 2.

    Try different low-tech or high-tech tools to see if they’re helpful. Low-tech examples can include: pencil grips, slant boards, dry erase boards, adapted

    Try different low-tech or high-tech tools to see if they’re helpful.

    1. Low-tech examples can include: pencil grips, slant boards, dry erase boards, adapted paper.
    2. High-tech examples can include: word processing, speech-to-text software.
    3. Consult with your campus occupational therapist or assistive technology member if help is needed to get these tools or for extra support.

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  • 3.

    If additional information is needed when deciding about the most effective tool for the variety of writing tasks, see Select.

    If additional information is needed when deciding about the most effective tool for the variety of writing tasks, see Select.

  • 4.

    For short answer and lengthier writing assignments, provide frequent practice opportunities for the student to learn how to respond orally/sign/word processor.  For transcription practices through

    For short answer and lengthier writing assignments, provide frequent practice opportunities for the student to learn how to respond orally/sign/word processor.  For transcription practices through dictation or speech-to-text, explicitly teach: think it > say it > check it > correct it.  

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  • 5.

    Establish a routine or procedure for transcribing student's work. Predetermine who will transcribe for the student. Designate the location, materials and time for Basic Transcribing to

    Establish a routine or procedure for transcribing student's work.

    1. Predetermine who will transcribe for the student. 

    2. Designate the location, materials and time for Basic Transcribing to occur.

    3. Provide time for the student to review the transcription to make edits.

    4. Document who provided transcribing services for the assignment.

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  • 6.

    Set expectations with the student for moving toward tools that build independence. If it seems like the student will need transcribing for the long

    Set expectations with the student for moving toward tools that build independence. If it seems like the student will need transcribing for the long term, explore assistive technology options that may help the student gain more independence.

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  • 7.

    Monitor and record the student’s progress and satisfaction with the accommodation.

    Monitor and record the student’s progress and satisfaction with the accommodation.

  • 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.

  •  

Note:  Review policy document for allowable use of Basic Transcribing during test administration.  Review the new update allowing eligible students to use speech-to-text on a tablet/iPad...

The terms “Basic” and “Complex Transcribing” are distinctions used by TEA for STAAR purposes.  The term “Dictation/Scribe” is more commonly used by educators to describe the accommodation as it’s used during classroom instruction.

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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Type: Designated Support 

Assessments: All subjects, all grades

Student Eligibility Criteria: 

  • routinely and effectively uses this accommodation during classroom instruction and classroom testing

Allowable Transcribing in These Situations ONLY:

  • writes or circles responses in the test booklet for multiple-choice or griddable questions

  • points to responses in the test booklet or on the computer screen for multiple-choice questions

  • dictates or signs responses for multiple-choice and griddable questions

  • 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, or the writing prompt

  • uses speech-to-text software to indicate responses for multiple-choice questions, griddable questions, or the writing prompt

same as STAAR


same as STAAR

same as STAAR