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Cover or Isolate Images or Text Until Addressed

Using materials to focus a student's attention and ensure the student is interacting with the images or text that are part of the immediate question or task.

 

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.

Example:

  • Creating paper overlays with or without windows cut into them.

How to Implement:

  • 1.

    Decide the presentation sequence for instructional materials and the questions or tasks.

    Decide the presentation sequence for instructional materials and the questions or tasks.

  • 2.

    Gather paper or other material to use as overlays and determine how the overlays will cover unnecessary text or images, including cutting strips or

    Gather paper or other material to use as overlays and determine how the overlays will cover unnecessary text or images, including cutting strips or windows, if appropriate.

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  • 3.

    Use the student’s IEP to decide how to prompt the student and how to adjust your prompting as needed.

    Use the student’s IEP to decide how to prompt the student and how to adjust your prompting as needed.

  • 4.

    Present the information to the student with overlays added.

    Present the information to the student with overlays added.

  • 5.

    Prompt the student to access and use the materials.

    Prompt the student to access and use the materials.

  • 6.

    Wait at least five seconds for the student to respond.

    Wait at least five seconds for the student to respond.

  • 7.

    Monitor and record your prompting, the student's response accuracy, and the student's engagement to judge instructional effectiveness.

    Monitor and record your prompting, the student's response accuracy, and the student's engagement to judge instructional effectiveness.

  • 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.

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Note: Review the STAAR Alternate 2 test administrator manual for presentation instructions 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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May be used if the accommodation is documented in the student's IEP and follows these guidelines:

  • maintain the integrity of the assessment,
  • avoid leading to or providing the student a direct answer,
  • be used routinely in instruction,
  • reflect the student’s learning styles, and
  • allow a student to respond using a mode that is appropriate for the student.