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Only for 504 and ARD

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The student has the ability to start when they are ready and then pause if needed. It also has the ability for students to have it re-read.

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for a student that cannot apply basic spelling rules or word patterns to written responses

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Examples:

basic calculator available as an online embedded support on STAAR;

basic (i.e., four-function) handheld calculator or calculator application, including large-key or speech-output;

abacus or Cranmer modified abacus;

0–9 addition grid without special numbers (e.g., even numbers) indicated; and

grade-appropriate multiplication grid without special numbers (e.g., perfect squares) indicated.

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When the student gets to the question it reads directions, question and answers. There is no opportunity pause.

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Grade 3 and 4: Only available to students with a physical or visual disability that impacts their ability to write numbers required for computations

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A student may use this designated support if the student: routinely and effectively receives individualized structured reminders during classroom instruction and classroom testing.

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Math and science get EVERYTHING read. ELAR revising gets EVERYTHING (including the passage) reading gets everything BUT the passage. Editing questions get only reference materials, allowable designated supports and directions (no question or answers).

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Grade 5: Only available for students who have a physical or visual disability that affects their ability to write numbers OR affects math calculations; my show continued struggle despite consistent/intensive interventions given over time.

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Includes but is not limited to:
more frequent or less frequent reminders of time left to test than required in the standard administration procedures;
structured reminders that are part of a behavior plan;

personal timer or clock set to remind a student to move on to the next question, page, or section, or to remind a student to stop at pre-
established times during the test;

index cards that have handwritten or color-coded reminders to continue working; and
paper clips or adhesive notes used to divide paper test booklets into sections.

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more frequent or less frequent reminders of time remaining on the test through:
-colored sticky note reminders
-paper clips grouping the test to for timed test taking
-structural reminders of behavioral plan

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prediction
spellcheck
speech -> text

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General reminders to stay on task (e.g., test administrator taps student on the shoulder, test administrator verbally reminds student to continue working) are accessibility features available to any student who needs them. When a student requires more individualized,structured reminders, the appropriate campus-level team needs to determine eligibility and document the decision in the appropriate
paperwork.

Because these reminders are meant to be individualized to the needs of a particular student, it is not appropriate for a reminder that is not already an accessibility feature to be provided to all students in a testing area. Providing supports to students who do not meet the eligibility criteria is considered a testing irregularity.

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Calculators are not permitted for students taking the STAAR grades 3–7 mathematics assessments or the STAAR grade 5 science assessment unless the student meets the eligibility criteria to use a calculator as an accommodation.

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-TEA Approval is not required

-allow for various types of assistance (i.e scaffolded, directions, assistance with tracking, graphic organizers, simplified language, graphic representations of vocab and concepts) to support student's understanding of passages, test items, and answer choices.

Eligibility: routine, independent and effectively used to support classroom instruction

Authority for Decision and Required Documentation:
-LPAC
-504
-ARD

-Only available as an online support