Connecticut's Alternate Assessment System is composed the following assessments for eligible students with significant cognitive disabilities:
Alternate Academic Assessments
Connecticut Alternate Assessments measure the knowledge and skills of students with significant cognitive disabilities as required by the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA). They are designed to support student independence to the greatest extent possible by making academic and language content accessible and the expected achievement levels appropriate. The Connecticut Alternate Assessment System is comprised of the following assessments:
- The Connecticut Alternate Assessment (CTAA)—aligned to the same Connecticut Core Standards (CCS) used to instruct and assess all of Connecticut’s public-school students in Grades 3-8 and 11 in the subject areas of mathematics and English language arts.
- The Connecticut Alternate Science (CTAS) Assessment—aligned to the Next Generation Science Standards (NGSS) and administered to students in Grades 5, 8, and 11.
- The Connecticut Alternate Assessment of English Language Proficiency (CAAELP)—designed for students with significant cognitive disabilities in Grades K-12 who are dually identified as English learners/multilingual learners (ELs/MLs) receiving services under IDEA. Content aligned to and derived from the Connecticut English Language Proficiency (CELP) standards define the tested domains of listening, speaking, reading, and writing.
- Comparison of Alternate Assessments Chart
Eligibility for the Alternate Assessment System
Students with significant cognitive disabilities are identified for participation in the Alternate Assessment System when the Planning and Placement Team (PPT) determines the student meets eligibility criteria using the required Alternate Assessment System Eligibility Form embedded within CT- SEDS.
Connecticut Alternate Assessment System Eligibility Form Verification in CT-SEDS
In preparation for statewide summative assessments, the Performance Office is recommending that districts complete and verify the Connecticut Alternate Assessment System Eligibility Form in CT-SEDS as soon as the Planning and Placement Team (PPT) determines that the student meets the eligibility criteria. For students to receive the most appropriate summative assessment, districts should meet the CT-SEDS Implementation Date noted below.
If a determination has not been made by the CT-SEDS implementation date below, then the student will be rostered to the standard assessments (e.g., LAS Links, CT SAT School Day).
As a reminder, eligibility forms are no longer submitted through the Data Entry Interface (DEI). A student’s alternate assessment eligibility status will be populated nightly from CT-SEDS to TIDE.
|CT-SEDS Implementation Date
|Fully Implemented IEP by 12/29/2023
Eligibility forms must be approved, verified, and implemented within the IEP in CT-SEDS for the following assessments for the students to be correctly registered for:
|Fully Implemented IEP by 2/1/2024
Eligibility forms must be approved, verified, and implemented within the IEP in CT-SEDS for the following assessments for the students to be correctly registered for the:
What is the Early Stopping Rule (ESR)?
The ESR is a tool developed by the Connecticut State Department of Education used by a student’s primary teacher to identify students with the most significant cognitive disabilities who are unable to demonstrate an observable and consistent mode of communication during instruction and on assessments.
Students that qualify for this status will not take the CTAA, CTAS, or CAAELP (if the student is identified as EL/ML) during the assessment window. Instead, the ESR special code status counts these students as test participants with the understanding that they meet specific eligibility criteria through the ESR identification processes.
What process is used to identify students?
The process for completing the Student Response Check and ESR are outlined in the 2023-24 Connecticut Alternate Assessment System Early Stopping Rule and Student Response Check document.
Important dates for administration and submission are:
- TEA administration of Student Response Check between December 1, 2023, and February 1, 2024.
- TEA submission of Connecticut Alternate Assessment System Early Stopping Rule Request and Attestation Form to their District Administrator (DA) for TIDE no later than February 1, 2024.
- DA submission of Connecticut Alternate Assessment System Early Stopping Rule Request and Attestation Form using the TIDE before March 1, 2024.
Resources Specific to the Alternate Assessment System
The Alternate Assessment Webpage, located on the Connecticut Comprehensive Assessment Program Portal, provides access to test administration resources for alternate assessments.
Fall 2022-23 Training
Connecticut Alternate Assessment Updates (PDF) During this brief overview, topics such as the 2022-23 assessment window, teacher training, and processes for submitting the Connecticut Alternate Assessment Eligibility Form for students that qualify for the academic alternate assessments are discussed. The eligibility form also is used for students in Grades K-12 that are dually identified English learners/multilingual learners with significant cognitive disabilities that qualify for the new Connecticut Alternate English Language Proficiency Assessment (CAAELP).