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Extra Day

Allowing a student with a disability affecting processing, memory, attention, focus, comprehension, or verbal expression an extra day to complete assignments, tests, or other assessments.

 

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

Example:

  • Giving a student an extra day to complete assignments, oral or written responses, or assessments.

How to Implement:

  • 1.

    Identify the appropriate occasions for allowing an extra day, based on your knowledge of the student’s needs. Consult the student’s IEP for guidance.

    Identify the appropriate occasions for allowing an extra day, based on your knowledge of the student’s needs. Consult the student’s IEP for guidance.

  • 2.

    Choose an appropriate time, place, and method to provide the student with this accommodation, such as in a small group setting the next school

    Choose an appropriate time, place, and method to provide the student with this accommodation, such as in a small group setting the next school day.

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  • 3.

    Model the request process and appropriate use of extra time.

    Model the request process and appropriate use of extra time.

  • 4.

    Assign independent practice using an extra day to complete assignments and/or tests.

    Assign independent practice using an extra day to complete assignments and/or tests.

  • 5.

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

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

  • 6.

    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 TEA policy document for allowable use of extra day 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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Type: Designated Support Requiring TEA Approval 

Assessments: All subjects, all grades

Student Eligibility Criteria: 

Submit and Accommodation Request Form to TEA if the student routinely and effectively uses this accommodation during classroom instruction and classroom testing, is unable to effectively use Accessibility Features or locally-approved Designated Supports to address this need, and meets at least one of the following:

  • 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
  • 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 
  • 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 time of the day
  • severe impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for special education services with a Visual Impairment [VI]).  This includes student who take the braille test and require an extra day


same as STAAR

same as STAAR 

same as STAAR