Individualized Structured Reminders

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 Description of Designated Support

This designated support allows a test administrator to provide a student individualized structured reminders to stay on task during state testing beyond what is required or allowed for any student during the standard administration procedures.

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 Assessments

For a student who meets the eligibility criterion, this designated support may be used on

  • STAAR
  • STAAR Spanish
  • TELPAS 

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 Student Eligibility Criterion

A student may use this designated support if that student

  • routinely and effectively uses it during classroom instruction and classroom testing.

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 Authority for Decision and Required Documentation

  • For a student not receiving special education or Section 504 services, the decision is made by the appropriate team of people at the campus level (e.g., RTI team, student assistance team) and documented according to district policies. The decision should be based on the eligibility criterion and aimed at addressing a student’s consistent academic struggle in a specific area even after intensive instruction and remediation.
  • For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criterion and is documented in the student’s IAP.
  • For a student receiving special education services, the decision is made by the ARD committee based on the eligibility criterion and is documented in the student’s IEP.
  • In the case of an EL with a disability, the decision is made by the applicable group above in conjunction with the student’s LPAC. The decision is to be documented by the LPAC in the student’s permanent record file and by the other applicable group, as described above.
  • After state testing, DS must be recorded in the ACCOMM. field on the STAAR answer document. For online administrations, the appropriate code (D or Designated Supports) must be recorded in the Texas Assessment Management System. This indicates that an allowable designated support was made available to the student.li

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 Examples/Types

This designated support includes but is not limited to

  • paperclips or adhesive notes used to divide the test into sections
  • 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

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 Special Instructions/Considerations

  1. 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 team of people at the campus level need to determine eligibility and document the decision in the appropriate paperwork.
  2. Any type of administration in which the test administrator has to view a secure state assessment requires that the test administrator sign a security oath. Responding to test questions, making notes about test questions, and discussing the content of the test at any time are prohibited.
  3. A student who uses this designated support may complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.
  4. Some students might need assistance with certain reminders (e.g., inserting paperclips, setting the timer). This is allowable; however, it is preferable that the student, rather than the test administrator, direct or control the use of the reminder when possible.
  5. For grades 2–12 TELPAS, Individualized Structured Reminders only applies to the online and paper reading test and the online listening and speaking test. This designated support does not apply to any holistically-rated domain, since those are assessed during authentic classroom activities and the same accommodations routinely used during classroom instruction are acceptable. 

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