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

• STAAR

  • grades 3–8 RLA, English I, and English II

  • grades 3–5 Spanish RLA

  • grades 5 and 8 science and Biology

  • grade 5 Spanish science

  • grade 8 social studies and U.S. History

This designated support provides various types of spelling assistance for students with disabilities.

A student may use this designated support if the student:

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

• receives Section 504 or special education services; and

• organizes and develops ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that the student cannot apply basic spelling rules or word patterns (e.g., prefixes, suffixes) to written responses.

• For students who require access to the online embedded spell check tool, the Spell Check field should be updated under the Test Attributes panel in TIDE prior to testing so the designated support is made available in TDS.

• For students who require access to the online embedded word prediction tool, the Word Prediction:Co Writer field should be updated under the Test Attributes panel in TIDE prior to testing so the designated support is made available in TDS.

• For students taking a special paper administration of an online assessment or who test online but access spelling assistance support outside of the testing platform (e.g., frequently misspelled word list, visual sound cards, etc.), the STAAR Non-Embedded Supports field should be updated under the Non-Embedded Supports panel in TIDE after testing to indicate that a non-embedded spelling assistance support was made available to the student.

• 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 admission, review, and dismissal (ARD) committee based on the eligibility criteria and is documented in the student's individualized education program (IEP).

• In the case of an emergent bilingual (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 may include only:

• visual sound cards;

• frequently misspelled word list (e.g., student-made, teacher-made, commercially produced);

• spell check function on a word processor or as an online embedded support on STAAR that can be accessed via permissive mode, a secondary device, or by using the embedded tool in TDS;

• pocket spellchecker;

• word prediction software that can be accessed via permissive mode, a secondary device, or by using the embedded tool in TDS; and

• STT software, applications, or devices, including the use of the STT online embedded support in TDS.

• A student who uses this designated support may need to complete the test in a separate setting to eliminate distractions to other students and to ensure test confidentiality.

• The use of spelling assistance as a designated support on STAAR should not replace the teaching of spelling skills as outlined in the Texas Essential Knowledge and Skills (TEKS).

• Dictionaries are a required part of standard test administration procedures for some state assessments. For more information, refer to the STAAR Dictionary Policy. For these assessments, any spelling assistance listed in the "Examples and Types" section may be provided, along with the required dictionary, to a student who is determined to be eligible.

• To become familiar with the functionality of online tests, students should practice using the tools in the Practice Test Site before online operational assessments. Teachers should also familiarize themselves with the tool to ensure its appropriateness for each student.

• For students eligible for speech-to-text, the student’s attributes in TIDE must first be set to indicate STT for this support to be accessed in the practice environment. The student must log in using his or her TSDS.

• If an eligible student does not use the embedded spell check or word prediction during testing, do not register the student for the embedded spell check or word prediction test attribute in TIDE. Spelling assistance for state assessments is limited to the types listed in this policy document. If the student uses a non-embedded spell check or word prediction software or other approved spelling assistance support, this should be indicated in the STAAR Non-Embedded Supports field in the Non-Embedded Supports panel in TIDE.

• Students with a visual impairment who also require spelling assistance for constructed response questions may access TTS software via permissive mode or secondary device.

• If students need their responses entered into the online testing platform by a trained staff member, refer to the Basic Transcribing policy.

• Districts are required to have procedures in place to prevent the use of personal cell phones and electronic devices during test administrations. If a student uses TEA-approved technology-based accommodations during testing, TEA guidelines on the use of this technology must be followed in order to maintain the security and validity of the assessment. Although some technology may be very useful during a daily academic setting, technology that has functionality that violates the Technology Guidelines cannot be used during a state assessment. 

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