November 4, 2014
State Assessments
STAAR
STAAR Spanish
STAAR L
STAAR A
TELPAS grades 2-12 Reading
STAAR
STAAR Spanish
STAAR L
STAAR A
TELPAS grades 2-12 Reading
STAAR
STAAR Spanish
STAAR L
STAAR A
Does NOT apply to TELPAS
grades 2-12 Reading, which
is untimed
1
ESC Region
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]
Accommodation
Type I
Individualized
Structured Reminders
Amplification Devices
Projection Devices
RtI/Student
Support
Team/LPAC
504 only
Special Education
Routinely and effectively uses
Routinely and effectively uses/consider separate setting
Routinely and effectively uses /consider separate setting & Photocopying Test Materials
accommodation policy if test materials must be photocopied
Type 1 plus defined disabling condition
Manipulating Test
Routinely and effectively uses, and
Materials
disability that interferes with physical manipulation of test materials
Basic Transcribing,
Routinely and effectively uses in classroom and testing, and
transfer of student
has an impairment in vision that necessitates the use of braille or large print test materials,
responses onto an
or the student has a disabling condition (e.g., severe fine motor deficits, visual tracking difficulties,
answer document or
difficulty with letter formation) that prevents him or her from independently and effectively
into the Assessment
recording responses in bubbles or on the lined pages of the answer document despite multiple
Management System for unsuccessful attempts to indicate responses on a format similar to an answer document.
online administrations
Extra Time (Same Day)
Routinely and effectively uses in classroom and testing, is unable to effectively use other
Beg of day to end of day accommodations or any allowable test administration procedures or materials to address this need,
and does not extend
and meets at least one of the following:
beyond typical 7-hour
 Student has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for special
school day.
education services with a Visual Impairment [VI]).
(does not apply to
 The student is identified with dyslexia or a related disorder per TEC Sec. 38.003.
TELPAS grades 2-12
 The student is receiving Special Education services and has evidence of reading difficulties
reading, which is
documented in the IEP.
untimed)
 The student requires frequent or lengthy breaks (more frequent or longer than those
allowed for all student) because he or she has a behavioral or emotional disabling condition
that affects attention or focus OR has a physical disability or medical condition that requires
a significant amount of time for treatment or recovery.
 The student is identified with an autism spectrum disorder and requires the entire school
day to complete testing in order to maintain as much of his or her typical structure and
routine as possible.
November 4, 2014
State Assessments
STAAR
STAAR Spanish
STAAR
STAAR
2
ESC Region
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]
Accommodation
RTI/Student
504
Special Education
Support
Team/LPAC
Type 1 plus defined disabling condition
Large Print
Routinely and effectively uses large-print materials, including text books, worksheets, etc., during
classroom and testing, AND meets at least one of the following:
 The student has an impairment in vision (e.g., uncorrected vision, nystagmus, qualifies for
special education services with a Visual Impairment [VI}).
 The student has a disability that affects his or her accuracy in tracking letter to letter, word
to word, or line to line.
 The student has a physical disability which necessitates the use of large-print materials.
Oral/Signed
Routinely &
Administration
Effectively uses
READING (Grades 3-8)
AND is identified
Required reference
with dyslexia or a
matls, Q&A choices
related disorder
NO ORAL ADMIN of
per TEC Sec. 38003
reading passages
^ SOA option Grades 4, 6, and 7 ^
Oral/Signed
Routinely &
Administration
Effectively uses
WRITING (Grade 7)
AND is identified
Required reference
with dyslexia or a
matls. only, NO ORAL
related disorder
ADMIN of revising &
per TEC Sec. 38003
editing passages, Q&A
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
reading difficulties
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
reading difficulties
November 4, 2014
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]
State Assessments
Accommodation
RTI/Student
Support
Team/LPAC
504
STAAR (EOC)
Oral/Signed
Administration ENGLISH
I and ENGLISH II
READING Section
Required reference
matls. & Q&A choices
NO ORAL ADMIN of
reading passages
Oral/Signed
Administration ENGLISH
I and ENGLISH II
WRITING Section
Required reference
matls., NO ORAL ADMIN
of revising & editing
passages, Q&A
Routinely &
Effectively uses
AND is identified
with dyslexia or a
related disorder
per TEC Sec. 38003
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
reading difficulties
Routinely &
Effectively uses
AND is identified
with dyslexia or a
related disorder
per TEC Sec.
38.003
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
reading difficulties
STAAR (EOC)
STAAR
STAAR Spanish
STAAR L
3
ESC Region
Special Education
Oral/Signed
Routinely &
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
Administration:
Effectively uses
reading difficulties
MATH GRADES 3-8 &
AND is identified
ALGEBRA I
with dyslexia or a
SCIENCE GRADES 5 and related disorder
8 and BIOLOGY
per TEC Sec. 38003
Required reference
matls., Q&A choices
^ SOA Option Grades 4, 6 and 7 Math; Grades 5 and 8 Science ^
November 4, 2014
State Assessments
STAAR
STAAR L
STAAR
STAAR Spanish
STAAR A
STAAR
STAAR A
4
ESC Region
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]
Accommodation
RTI/Student
Support
Team/LPAC
Oral/Signed
Routinely &
Administration:
Effectively uses
SOCIAL STUDIES Grades AND is identified
8 and US History
with dyslexia or a
Q&A choices
related disorder
per TEC Sec. 38003
^ SOA Option Grade 8 ^
504
Special Education
Spelling Assistance:
None
Grades 4 and 7
WRITING
May NOT be used on
multiple-choice revising
& editing section
Spelling Assistance:
None
ENGLISH I AND ENGLISH
II
May NOT be used on
the reading selections or
multiple-choice
questions; May NOT be
used on the multiplechoice revising and
editing section.
Routinely, independently, & effectively uses in classroom and testing, AND is
capable of organizing & developing ideas and understands the basic function
and use of written language conventions but has a disability that is so severe
that he or she cannot apply basic spelling rules or word patterns to written
responses
Routinely & Effectively uses AND is identified with dyslexia or has evidence of
reading difficulties
Routinely, independently, & effectively uses in classroom and testing, AND is
capable of organizing & developing ideas and understands the basic function
and use of written language conventions but has a disability that is so severe
that he or she cannot apply basic spelling rules or word patterns to written
responses.
November 4, 2014
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]
State Assessments
Accommodation
STAAR
STAAR Spanish
STAAR L
STAAR A
Mathematics
Manipulatives
MATH Grades 3-8 &
ALGEBRA I
STAAR
STAAR Spanish
STAAR L
STAAR A
Calculation Devices
MATH Grades 3-7
SCIENCE Grades 5 & 8
5
ESC Region
RTI/Student
Support
Team/LPAC
None
None
504
Special Education
Routinely, independently, & effectively uses in classroom and testing, AND
receives special education or Section 504 services as a student identified with
dyslexia or a related disorder per TEC Sec. 38.003.uses in classroom and
testing, AND has at least one of the following:
 A disability that affects memory retrieval, focus, or organization that is
severe enough to prevent him or her from learning and retaining
information as effectively as non-disabled peers despite multiple
opportunities to learn, varied instructional strategies, and highquality instruction.
 A Visual Impairment (VI).
Routinely and effectively uses in classroom and testing, and meets one of
following for the applicable grade:
Grades 3 and 4
 The student has a physical disability that prevents him or her from
independently writing the numbers required for computations and
cannot effectively use other allowable matls. To address this need
(e.g., whiteboard, graph paper). OR
 The student has an impairment in vision that prevents him or her
from seeing the numbers they have written during computations and
cannot effectively use other allowable materials to address this need
(e.g., magnifier).
Grades 5-8
 The student has a physical disability that prevents him or her from
independently writing the numbers required for computations and
cannot effectively use other allowable matls. To address this need
(e.g., whiteboard, graph paper). OR
 The student has an impairment in vision that prevents him or her
from seeing the numbers they have written during computations and
cannot effectively use other allowable materials to address this need
(e.g., magnifier).
November 4, 2014
[STAAR ACCOMMODATIONS AND ELIGIBILITY CRITERIA-BRIEF]

State Assessments
Accommodation
STAAR
STAAR Spanish
STAAR L
STAAR A
Supplemental Aids
STAAR
STAAR Spanish
STAAR A
Dictionary
READING Grades 3-5
WRITING Grade 4
None
STAAR
Braille
None
6
ESC Region
RTI/Student
Support
Team/LPAC
None
504
The student has a disability that affects mathematics calculations.
Even after intensive instruction and remediation, the student is
consistently unable to memorize basic addition, subtraction,
multiplication, or division facts or perform the steps in an algorithm
correctly when solving problems.
Special Education
Routinely, independently, and effectively uses this accommodation during
classroom instruction and testing, AND
has a disability that affects memory retrieval, focus, or organization that is
severe to prevent him or her from learning and retaining information as
effectively as non-disabled peers despite multiple opportunities to learn,
varied instructional strategies, and high-quality instruction.
Routinely, independently, and effectively uses this accommodation during
classroom instruction and testing, AND meets at least one of the following:
• For use on a reading test, the student has a disability that affects memory
retrieval and/or decoding skills.
• For use on a writing test, the student is capable of organizing and developing
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 he or she cannot apply basic spelling rules and/or word
patterns (e.g., silent letters, base words with affixes) to written responses.
Routinely used braille materials during classroom instruction and testing.