During administration of the State of Texas Assessments of Academic Readiness (STAAR®), STAAR Spanish, and the Texas English Language Proficiency Assessment System (TELPAS), certain accessibility features may be provided to students based on their needs.
In general, these procedures and materials are available to any student who regularly benefits from their use during instruction. A student cannot be required to use accessibility features during testing, and there is no need to document their use on the answer document or in the Test Information Distribution Engine (TIDE) for online test administrations.
District and campus testing coordinators are responsible for ensuring that test administrators understand how to implement these procedures and use these materials. In some cases, a student who uses them may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the security and confidentiality of the test. In addition, if the administration of an accessibility feature requires a trained test administrator to view secure test content, they must sign the appropriate section of the Oath of Test Security and Confidentiality.
The following list is an overview of the accessibility features provided:
signing test administration directions using American Sign Language (ASL) for a student who is deaf or hard of hearing
translating test administration directions into the native language of an English learner (EL)
allowing a student to use a bilingual dictionary on mathematics, science, and social studies assessments (word-to-word translations; no definitions or examples; no applications on tablets or other devices)
allowing a student to read the text aloud to facilitate comprehension (includes the use of a PVC pipe or recording device)
reading aloud or signing the writing prompt to any student who requests this assistance
providing reading assistance on the grade 3 mathematics test for any student:
The test administrator may read a word, phrase, or sentence in a test question or answer choice to any grade 3 student but only when asked to do so by the individual student.
If a student needs the entire test read aloud, the eligibility criteria for an oral administration must be met.
providing assistive tools, which include:
various types of scratch paper, dry erase boards, or any other medium that can be erased or destroyed
colored overlays and the color settings for online tests
blank place markers and the line reader tool for online tests
magnifying devices and the zoom feature for online tests
enlarged mouse pointer options for online tests
various types of highlighters, colored pencils, or any other tool that can be used to focus attention on text
amplification devices (e.g., speakers, frequency-modulated [FM] systems)
projection devices (e.g., closed-circuit televisions [CCTVs] or LCD projectors for online tests)
allowing students to use tools to minimize distractions or to help maintain focus (e.g., stress ball, noise-reducing headphones, instrumental music [no lyrics] played through an individual student’s headphones or earbuds)
allowing individual test administration
allowing small-group administrations with the following guidelines:
The number of students in a small group is determined based on individual student needs at the local level.
The number of students in a group should mirror, to the extent possible, classroom testing situations.
reminding students to stay on task
photocopying or enlarging the following non-secure test materials:
test administration directions
blank answer documents
state-supplied mathematics graph paper
state-supplied reference materials for grade 8 mathematics, science, and Algebra I (Mathematics reference materials for grades 3–7 contain rulers and may NOT be photocopied because the rulers could be distorted. However, reference materials without rulers can be printed from the Resources section of TexasAssessment.gov.)