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Provide Images/Text on Separate Paper

Presenting accessible and appropriately-sized segments of images or text in order to help a student with a significant cognitive disability focus on relevant information.

 

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

traumatic brain injury other health impaired autism staar alternate 2 presentation accommodation intellectual disability significant cognitive disability

Example:

  • Using separate pieces of paper to provide images or smaller chunks of text one at a time instead of presenting an entire worksheet, page, or book to the student.

How to Implement:

  • 1.

    Preview and prepare printed instructional materials by determining best segmentation options, then cutting or separating materials.

    Preview and prepare printed instructional materials by determining best segmentation options, then cutting or separating materials.

  • 2.

    Images/text must be presented in the same order or configuration as they appear in the test booklet.

    Images/text must be presented in the same order or configuration as they appear in the test booklet.

  • 3.

    Provide images/text on separate paper to be presented one at a time.

    Provide images/text on separate paper to be presented one at a time.

  • 4.

    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.

  • 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.

  •  

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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STAAR Alternate 2 + –

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.