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Spelling Assistance - Word Prediction (WP)

Word prediction software helps by “predicting” words the user is trying to type based on spelling attempts, context, and/or frequent use.

 

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:

How to Implement:

  • 1.

    Determine the student's need for spelling support with word prediction.  If you are unclear, a tool called the Word Prediction Screening Tool will be helpful.

    Determine the student's need for spelling support with word prediction.  If you are unclear, a tool called the Word Prediction Screening Tool will be helpful.

  • 2.

    Collaborate with Information Technology/Assistive Technology to get word prediction (WP) tools and devices (ex: app/iPad, extension/Chromebook, etc).

    Collaborate with Information Technology/Assistive Technology to get word prediction (WP) tools and devices (ex: app/iPad, extension/Chromebook, etc).

  • 3.

    Familiarize yourself with the features of the word prediction tool(s).  If needed, ask for training.

    Familiarize yourself with the features of the word prediction tool(s).  If needed, ask for training.

  • 4.

    Help the student customize their word prediction settings (number of choices, font, topic dictionaries, etc) and then save the setting.

    Help the student customize their word prediction settings (number of choices, font, topic dictionaries, etc) and then save the setting.

  • 5.

    Decide which assignments (those with sufficient composing demands) the student will use word prediction on.

    Decide which assignments (those with sufficient composing demands) the student will use word prediction on.

  • 6.

    Pre-writing- develop a plan, using graphic organizers as needed, to organize thoughts. 

    Pre-writing- develop a plan, using graphic organizers as needed, to organize thoughts. 

  • 7.

    Model how to substitute simpler words with harder words using spelling strategies paired with word prediction during appropriate assignments.       Examples of this might

    Model how to substitute simpler words with harder words using spelling strategies paired with word prediction during appropriate assignments.      

    Examples of this might sound like:

    • “Think of the word you want to spell.”

    • “Sound it out quietly.”

    • “Try to spell + type the word as best you can.”

    • “Choose it from the word list, etc.”

    • “Get your ideas out first; then make corrections.”

    • “If needed, use text-to-speech to listen for mistakes so you can fix them.”  

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  • 8.

    Provide guided practice as the student uses word prediction to write with grade appropriate vocabulary.

    Provide guided practice as the student uses word prediction to write with grade appropriate vocabulary.

  • 9.

    Once the student has shown a basic level of competency with the tool(s), allow the student to use it independently during instruction on relevant

    Once the student has shown a basic level of competency with the tool(s), allow the student to use it independently during instruction on relevant assignments.

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  • 10.

    Develop a routine for how/where technologies will be distributed and collected.

    Develop a routine for how/where technologies will be distributed and collected.

  • 11.

    Set expectations with the student for improving spelling with word prediction.

    Set expectations with the student for improving spelling with word prediction.

  • 12.

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

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

  • 13.

    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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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.

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

STAAR Spanish grade 4 writing (written composition ONLY)