Accessibility Features

Accessibility features are procedures and materials that should be made available on state assessments to students who regularly use them during classroom instruction. A student cannot be required to use accessibility features during testing, and there is no need to document their use in the Test Information Distribution Engine (TIDE) for test administrations. Accessibility features are available for use on the following assessments:

STAAR, including STAAR Spanish
TELPAS

Accessibility features with the type of support, description, and examples of what practices are allowed and not allowed are listed in the table below. The examples provided are not meant to represent an exhaustive list.

Type of Support	Accessibility Feature	Description	Allowed Examples	Not Allowed Examples
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.	A student uses a whisper phone to read the test aloud to himself during an administration. A student records herself reading the test material aloud. The recording is deleted after a test administration. For grade 3 students participating in STAAR mathematics online, a student may have a word, phrase, or sentence in a test question or answer choice read aloud via text-to-speech (TTS). Students in need of this support should be identified prior to the administration so they can become familiar with this tool. TTS should be enabled in TIDE prior to the administration of the test but may be enabled at student request during testing. For grade 3 students participating in a paper administration of STAAR mathematics, a test administrator trained in oral administration 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.	A student in a testing room with other students reads the test loud enough to distract other testers in the room. A test administrator provides reading assistance to a grade 3 student testing online by viewing the math test content on the screen. A test administrator who is not trained in oral administration provides reading assistance to a grade 3 student testing math on paper.
	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.	A student uses paper with prenumbered boxes. A student uses paper that is sectioned off into boxes or other shapes, such as a blank graphic organizer. A student uses paper that has symbols, color indicators, or words on it.
	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 the color settings dropdown menu in the online test to change the color of the screen and text. A student uses a colored overlay during a paper test administration.	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 the line reader tool to highlight a line of text she is reading during an online test administration. A student uses a blank place marker to track what she is reading during a paper test administration.	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 uses the zoom in or zoom out buttons in the online test to enlarge or reduce the size of the screen. A student uses a magnifier during a paper test administration.	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 uses the highlighter tool during an online test administration. A student uses a highlighter or colored pencil during a paper test administration.	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 computer is connected to a larger monitor or television with an HDMI cable so a student can see the test. A closed-circuit television (CCTV) is used during a paper administration. A student receiving an individual administration has his or her test projected onto a wall or screen to enlarge the test.	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.	A student uses her phone to listen to music, but the school does not verify that she is listening to only instrumental music. A test administrator plays instrumental music to the entire testing room. A student uses her phone to listen to instrumental music but also uses the phone to text, take pictures, or search the internet.
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.	A student with Permissive Mode turned on uses an internet browser to access supports. A student with permissive mode turned on uses word-prediction software during the TELPAS test.
Assistive Technology: Applications	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.	A test administrator orally translates the test directions into Spanish for an EB student during the test administration. A campus testing coordinator uses a translation program or app to access a written translation of the directions into another language before a test administration so that the translation can be verified as accurate. A school district allows personnel or a member of the student’s family to translate the test directions into the targeted language before a test administration and distributes the translations to the campuses where needed.	The test directions are translated for a student who is proficient in English. A teacher who is not trained in administration procedures orally translates the directions into Spanish for an EB student during the test administration.
	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. Note: For information regarding the use of bilingual dictionaries on the STAAR reading language arts (RLA) assessments, please refer to the STAAR Dictionary Policy.	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.
Setting Supports	Individual Test Administration	A student receives an individual test administration with a test administrator.	An individual student is provided a one-on-one administration with a trained test administrator to minimize distractions for that student. An individual student who uses a projection device is paired with one test administrator in a separate setting to minimize distractions to other students.	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.
Setting Supports	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.	Students who are regularly tested in a small group of 7 students during classroom testing are put in a group of 20 students for the STAAR administration. Students are tested in a group that is larger than their regular class size 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.	A test administrator helps a student with a test question that the student is stuck on so that he can help the student move on. A student uses a timer or other tool reserved for the Individualized Structured Reminders designated support without being eligible for that support. A test administrator prohibits or discourages a student from submitting his or her test until a specific amount of time has passed.

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 accessibility features may need to complete the assessment 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 test administrator to view secure test content, the test administrator must complete a specific part of a test security oath.

For more information about accessibility for STAAR, refer to the STAAR Accessibility Educator Guide.