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Spelling Assistance - Spell Check Function

This spelling assistance accommodation allows the educator to provide the spell check function on a word processor to support and assist a student who has difficulty spelling. Spell check is a program in a word processor that flags words in a document that may not be spelled correctly.

 

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:

  • Spell check function on a word processor or as an online embedded support on STAAR


How to Implement:

  • 1.

    Determine the student's need for spelling support.

    Determine the student's need for spelling support.

  • 2.

    Obtain a word processor from the campus source.

    Obtain a word processor from the campus source.

  • 3.

    Decide how the student will know when to use the spell check feature on the word processor (intervention vs accommodation; draft vs final, essay

    Decide how the student will know when to use the spell check feature on the word processor (intervention vs accommodation; draft vs final, essay vs short answer, etc.).

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  • 4.

    Introduce the student to the spell check feature. Set clear expectations for the use of the word processor.

    Introduce the student to the spell check feature. Set clear expectations for the use of the word processor.

  • 5.

    Model the use of spelling strategies paired with spell check during appropriate assignments.  Examples of this might sound like: “Think of the word you want

    Model the use of spelling strategies paired with spell check during appropriate assignments.  Examples of this might sound like:

    “Think of the word you want to use.”

    “Sound it out quietly and try to spell the word as best you can.”

    “Do you see it on the word wall or your frequently misspelled word list?”  

    “Get your ideas out first, then make corrections.”

    “Right click the words underlined in red and look for the correct word."

    “If you don't see the correct word, sound the word out again and try a different spelling or use a different vowel...”       

    “Repeat until all mistakes are corrected.

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  • 6.

    Lead guided practice with this tool, providing immediate feedback.

    Lead guided practice with this tool, providing immediate feedback.

  • 7.

    Assign independent student work using the spell check feature.

    Assign independent student work using the spell check feature.

  • 8.

    Set expectations with the student for improving spelling.

    Set expectations with the student for improving spelling.

  • 9.

    Monitor and record the student’s progress and effectiveness with this tool.

    Monitor and record the student’s progress and effectiveness with this tool.

  • 10.

    Share your findings with the student, their family, and educational team.

    Share your findings with the student, their family, and educational team.

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Review the TEA policy document for details about allowable use of spelling assistance during test administration. 

Review the TEA Technology Guidelines to ensure any device or software is  appropriate for state assessment use.

Visit the Technology Use Guidelines for Spelling to maintain the security and validity of the assessment.

Prior to STAAR testing, students and teachers should become familiar with the embedded supports by completing the STAAR Online practice tests or tutorials.

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: 

  • STAAR grades 4 and 7 writing, English I, English II, and English III (written composition ONLY)
  • STAAR Spanish grade 4 writing (written composition ONLY)

Student Eligibility Criteria:

  • receives Section 504 or special education services,
  • routinely, independently, and effectively uses it during classroom instruction and classroom testing, and
  • is capable of organizing and developing ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that he or she cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses. 

same as STAAR

same as STAAR

STAAR Spanish grade 4 writing (written composition ONLY)

same as STAAR Spanish

Spell-check is available on the STAAR Spanish online as an embedded support for grade 4 writing.