# data[].attributes.attachment_link.title
2025–2026 LPAC Decision-Making Process, Event 1219 (1).pptx (2)

# data[].attributes.body
Slides can be locate in the Learning Management System (LMS). District Testing Coordinators (DTCs) can provide access.

# data[].attributes.attachment_link.title
2025–2026 LPAC Decision-Making Process, Event 1219 (3)

# data[].attributes.headline
LPAC Decisions Educator Guide (updated 8/20/2025)

# data[].attributes.subject
LPAC Decisions Educator Guide (updated 8/20/2025)

# data[].attributes.body
https://tea.texas.gov/student-assessment/test-administration/lpac-educator-guide.pdf

# data[].attributes.body
Additional Resources generated through notebookLM

# data[].attributes.headline
Fall 2025 Updates for STAAR Alternate 2, TELPAS, and TELPAS Alternate

# data[].attributes.subject
Fall 2025 Updates for STAAR Alternate 2, TELPAS, and TELPAS Alternate

# data[].attributes.body
https://txassessmentdocs.atlassian.net/wiki/spaces/ODCCM/pages/2793212369/Training+Activities

# data[].attributes.headline
2025_Accessibility for Texas Assessment Program

# data[].attributes.subject
2025_Accessibility for Texas Assessment Program

# data[].attributes.body
https://txassessmentdocs.atlassian.net/wiki/spaces/ODCCM/pages/2793212369/Training+Activities

# data[].attributes.headline
LPAC Guidance: Middle of the Year Procedures

# data[].attributes.subject
LPAC Guidance: Middle of the Year Procedures

# data[].attributes.body
MOY LPAC Checklist-https://tea.texas.gov/academics/special-student-populations/english-learner-support/moy-lpac-checklist.pdf

# data[].attributes.headline
LPAC and ARD Committee CollaborationLPAC Guidance on Identification & Reclassification of Dually Identified Students

# data[].attributes.subject
LPAC and ARD Committee CollaborationLPAC Guidance on Identification & Reclassification of Dually Identified Students

# data[].attributes.body
https://www.txel.org/media/jjinjoyw/lpac-guidance-on-identification-and-reclassification-of-dual-identified-students.pdf

# data[].attributes.headline
Oral and Signed Administration
Locally-Approved Designated Supports

# data[].attributes.subject
Oral and Signed Administration
Locally-Approved Designated Supports

# data[].attributes.body
https://txassessmentdocs.atlassian.net/wiki/spaces/ODCCM/pages/2793210326/Oral+and+Signed+Administration

# data[].attributes.attachment_link.authors[].name
Authority for Decision and Required Documentation

# data[].attributes.attachment_link.title
Oral and Signed Administration - District and Campus Coordinator Resources - Confluence

# data[].attributes.headline
Content and Language Supports
Locally-Approved Designated Supports

# data[].attributes.subject
Content and Language Supports
Locally-Approved Designated Supports

# data[].attributes.body
https://txassessmentdocs.atlassian.net/wiki/spaces/ODCCM/pages/2793210199/Content+and+Language+Supports

# data[].attributes.attachment_link.readable_text
For a student who meets the eligibility criteria, this designated support may be used on

This designated support allows for various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student's understanding of passages, test questions, and answer choices.

A student may use this designated support only if:

that student routinely, independently, and effectively uses this designated support during classroom instruction and classroom testing; and

instructional and assessment decisions are made by a Section 504 committee; admission, review, and dismissal (ARD) committee; or a language proficiency assessment committee (LPAC) for an emergent bilingual (EB) student taking a test in English.

NOTE: An EB student taking STAAR Spanish may be eligible for content and language supports if the Section 504 or ARD committee determines the student to be eligible.

The Content and Language Supports field should be updated under the Test Attributes panel in TIDE prior to testing so the designated support is made available in TDS.

For an EB student who tests in English, the decision is made by the LPAC based on the eligibility criteria and is documented in the student's permanent record file.

For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criteria and is documented in the student's individual accommodation plan (IAP).

For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criteria and is documented in the student's individualized education program (IEP).

In the case of an EB student with a disability, the decision is made by the applicable group in conjunction with the student's LPAC and documented in the student's permanent record file and IAP or IEP.

This designated support is available only during an online administration as a pop-up, a rollover, prereading text, and supplementary material.

Refer to the STAAR Accessibility Educator Guidefor more specific information about online features and supports.

To become familiar with the functionality of online tests, students should practice using the tools in the Practice Test Site before online operational assessments.

Technology-based accommodations enable most students to test online. However, in rare instances, a student may be eligible for the administration of a paper test due to an inability to access the test and/or accommodations on a computer. The need for paper test materials with embedded supports must be indicated in TIDE.

For students taking STAAR braille who are also eligible to receive content and language supports, including students using a refreshable braille display, the eligibility criteria for a paper test administration with embedded supports does not need to be met. Test administrators will be provided with instructions regarding the administration of this designated support for students taking a braille test or using screen reader support for refreshable braille displays.

Any student for whom the LPAC recommends the use of this support for any reading language arts (RLA) assessments may not be reclassified at the end of the school year. In addition, LPACs may not recommend designated supports for an EB student whose parents have denied bilingual or English as a second language (ESL) services. However, EB students who are approved by a different committee to receive this support based on reasons other than English language acquisition (such as a disability or documented academic or literacy difficulties) may be considered for reclassification at the end of the school year.

If you have any questions, contact the Student Assessment Help Desk at (512) 463-9536.

# data[].attributes.attachment_link.title
Content and Language Supports - District and Campus Coordinator Resources - Confluence

# data[].attributes.attachment_link.description
For a student who meets the eligibility criteria, this designated support may be used on This designated support allows for various types of assistance (e.g., scaffolded directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocabulary and concepts) to support a student's understanding of passages, test questions, and answer choices.

# data[].attributes.body
https://tea.texas.gov/student-assessment/assessments-for-special-populations/lpac-english-i-special-provision.pdf

# data[].attributes.headline
Years in U.S. Schools Instructions for Data Collection

# data[].attributes.subject
Years in U.S. Schools Instructions for Data Collection

# data[].attributes.headline
NO AUTHENTIC ACADEMIC RESPONSE (NAAR) STAAR ALTERNATE 2 AND TELPAS ALTERNATE

# data[].attributes.subject
NO AUTHENTIC ACADEMIC RESPONSE (NAAR) STAAR ALTERNATE 2 AND TELPAS ALTERNATE

# data[].attributes.body
https://tea.texas.gov/student-assessment/staar-alternate-2/staar-alt2-telpas-alt-naar-form.pdf

# data[].attributes.attachment_link.readable_text
Assistive Tools: Learning and Cognition Supports

Reading the Test Aloud

All students who use this accessibility feature are allowed to read the test aloud to themselves to facilitate comprehension.

Only students taking STAAR grade 3 mathematics may receive reading assistance.

Blank Scratch Paper

Any blank medium that can be erased or destroyed may be used as blank scratch paper. If the medium has been manipulated to encourage the use of a specific strategy, then it does not fit the category of scratch paper and would instead be considered a blank graphic organizer.

A student uses a blank dry erase board during a test administration to draw, write, and perform calculations.

A student uses patty paper, blank note cards (lined or unlined), or sticky notes during a mathematics test administration.

A student uses standard lined paper during an RLA test administration or standard graph paper during a mathematics test administration.

A student uses blank scratch paper during a TELPAS administration.

A student uses a packet of 10 stapled blank pages during a test administration.

Embedded Sticky Notes Tool

The embedded sticky notes tool allows a student to add notes about a test question in the online test. A sticky note is accessed from the question where it was created.

A student leaves a test question unanswered and uses the sticky notes tool to make notes about the question for later use.

A student uses the sticky notes tool for notes that he wants to access on later test questions.

Embedded Notepad Tool

The notepad tool allows a student to write notes that can be accessed from any page in the online test.

A student uses the notepad tool to write down things she wants to remember throughout the test.

A student uses the notepad tool to write her constructed response but does not transfer the response to the actual item.

Assistive Technology: Hearing Supports

Amplification Devices

Devices that amplify sounds to louder levels

A student with autism who does not do well with headphones uses external speakers for text-to-speech (TTS) during a test administration.

A student with hearing aids that do not work with headphones uses external speakers for TTS during a test administration.

A student uses Bluetooth hearing aids that pair with the computer to amplify the TTS during a test administration.

A frequency modulated (FM) system is used to amplify TTS during a test administration.

A student who uses external speakers to amplify TTS is in a testing room with other students.

Assistive Technology: Visual Supports

Color Settings

Color settings for online tests and colored overlays for paper tests are used by some students to improve the processing of visual information.

A student uses a colored overlay that has boxes, text, or symbols on it.

Line Reader

The line reader tool for online tests and blank place markers for paper tests focus attention on one line at a time and assist with tracking while reading.

A student uses a ruler or other straight edge with markings or symbols to track paragraph lines on a paper test.

Zoom Feature

The zoom feature for online tests and magnifying devices for paper tests enlarge the test content.

A student is given a magnifier that he has never before used in class.

Highlighters and Colored Pencils

Highlighters, colored pencils, or any other tool that can help focus attention on text may be used.

A student who does not normally use highlighters in class is told to use them for specific testing strategies.

Large Mouse Pointer

The large mouse pointer feature allows a student to choose from 11 different size and color options for the online test.

A student chooses an extra-large green mouse pointer on the Choose Settings screen before starting an online test.

A student who does not need visual supports is required to use a large mouse pointer.

Projection Devices

Projection devices enlarge the test content.

A student's test is enlarged using a projection device in a testing room with other students.

Assistive Technology: Focus and Attention Supports

Tools to Minimize Distractions or Maintain Focus

Tools that minimize distractions or help a student maintain focus are allowed during a test administration as long as test security is maintained.

A student uses a stress ball or fidget device during a test administration.

A student uses noise-reducing headphones during a test administration.

A student places his phone or other device on his desk to listen to instrumental music, ambient sounds, or white noise using headphones or Bluetooth earbuds. Because the phone is on the student's desk, the test administrator is able to monitor phone use. Note: It is recommended that the audio be downloaded to the device prior to testing so the device may be locked in a mode that does not risk compromising test security.

Assistive Technology: Applications

Permissive Mode

Permissive Mode allows a student to use non-embedded assistive technology to complete tests in the Secure Browser application.

A student who meets the eligibility criteria for spelling assistance chooses to use a predictive text application he uses during classroom assignments during a test administration, instead of the embedded word-prediction tool.

Use of an Electronic Device to Monitor a Health Condition

A student's electronic device may be used to monitor a health condition. Test security must be maintained.

During a test administration, a student places her mobile phone on her desk to monitor her glucose levels through an app on the phone. Because the phone is on the student's desk, the test administrator is able to monitor phone use.

A student is allowed to keep his mobile phone in his backpack and take it out periodically to monitor his glucose levels through an app. Because the phone is not continuously accessible, the test administrator is not able to monitor phone use.

Language Supports

Signing Test Directions

Test directions for an online or paper administration can be signed to a student who is deaf or hard of hearing.

Upon request, a trained test administrator signs the test directions to a student who is deaf.

A teacher who is not trained in administration procedures signs the test directions to a student who is deaf.

Translating Test Directions

Test directions can be translated into the native language of an emergent bilingual (EB) student.

Bilingual Dictionary

The use of a bilingual dictionary is allowed for STAAR mathematics, science, and social studies assessments. Bilingual dictionaries used in these cases should include only word-to-word translations.

A student uses a hard copy word-to-word bilingual dictionary during a mathematics, science, or social studies assessment.

A student uses a bilingual dictionary that contains pictures during a mathematics, science, or social studies assessment.

A student uses a bilingual dictionary with definitions and examples during a mathematics, science, or social studies assessment.

A student uses a bilingual dictionary app on a tablet during a mathematics, science, or social studies assessment.

A student uses a bilingual dictionary during any part of the TELPAS assessment.

Note: For information regarding the use of bilingual dictionaries on the STAAR reading language arts (RLA) assessments, please refer to the STAAR Dictionary Policy.

Setting Supports

Individual Test Administration

A student receives an individual test administration with a test administrator.

An individual student sits at a desk in the front of a full testing room so that a test administrator can help the student as needed.

Small Group Administration

Students are tested in small groups that mirror classroom testing situations based on individual student needs.

Students who regularly receive small group administrations in the classroom are given the STAAR or TELPAS test together in a separate session away from the other students in the class. The total number of students in this group is less than the number of students in their regular classroom setting for that subject.

Timing Supports

Reminding Students to Stay on Task

The test administrator may remind students to stay on task during a test administration.

A test administrator reminds a student who is staring off into the distance to get back to work on the test.

# data[].attributes.attachment_link.title
Accessibility Features - District and Campus Coordinator Resources - Confluence

# data[].attributes.attachment_link.description
Assistive Tools: Learning and Cognition Supports Reading the Test Aloud All students who use this accessibility feature are allowed to read the test aloud to themselves to facilitate comprehension. Only students taking STAAR grade 3 mathematics may receive reading assistance. Blank Scratch Paper Any blank medium that can be erased or destroyed may be used as blank scratch paper.