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Use Calculator, Manipulatives, or Math Tools to Arrive at Response

Student with a significant cognitive disability uses a calculator or other math manipulative or tool, including fraction pieces, geometric shapes, number lines, number charts, money, base-ten blocks, and counters to assist with formulating an answer.

 

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.

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

Examples Include:

  • Two-sided color counters are two-sided, typically red and yellow plastic circles, that can be used to visualize concepts such as counting, sorting, patterning, estimation, and probability.

  • Base-ten-blocks help students learn mathematical concepts including addition, subtraction, number sense, place value, and counting. 

  • Number lines are quick, visual references for adding and subtracting positive and/or negative numbers.

  • Hundreds charts or counting charts are usually 10-by-10 grids featuring numbers 1 through 100 to help students form a mental model of the base-10 number system.

  • Other examples include: play or real money, fraction pieces, clocks, calendars, plastic numbers, dice or number cubes, geometric shapes, enlargement of text and/or images, magnetic/Velcro supports, high-contrast materials, and other adaptations to make the math manipulatives accessible to students with motor and/or visual challenges.

How to Implement:

  • 1.

    Select math manipulatives or tools that support the specific math work and the student's visual and motor skills.

    Select math manipulatives or tools that support the specific math work and the student's visual and motor skills.

  • 2.

    Use the student's IEP to determine the best way to prompt the student and how to adjust your prompting, as needed.

    Use the student's IEP to determine the best way to prompt the student and how to adjust your prompting, as needed.

  • 3.

    Provide selected manipulatives or math tools for the student during instruction and testing.

    Provide selected manipulatives or math tools for the student during instruction and testing.

  • 4.

    Guide the student's use of the math manipulatives and tools.

    Guide the student's use of the math manipulatives and tools.

  • 5.

    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.

  • 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 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.