Connecticut's Alternate Assessment System is composed the following assessments for eligible students with significant cognitive disabilities: 

• Connecticut Alternate Assessment (CTAA) for English language arts and Mathematics for eligible students in Grades 3-8 and 11  
• Connecticut Alternate Science (CTAS) Assessments for students in Grades 5, 8, and 11
• Connecticut Alternate Assessment of English Language Proficiency (CAAELP) for eligible students in Grades K-12  

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 - This table describes features across all three assessments within the Alternate Assessment System, which includes the Connecticut Alternate Assessment (CTAA) for Math and ELA, the Connecticut Alternate Science (CTAS) and the CAAELP.

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.  

For additional information, refer to the Frequently Asked Questions and Answers about the Connecticut Alternate Assessment System and the Annotated Connecticut Alternate Assessment Eligibility Form.

Connecticut Alternate Assessment System Eligibility Form Verification in CT-SEDS

In preparation for statewide summative assessments, the Performance Office is recommending that Planning and Placement Teams (PPTs) complete and verify the Connecticut Alternate Assessment System Eligibility Form in CT-SEDS during the PPT meeting for applicable students to ensure eligibility by the dates indicated below.

Here are a few important considerations:

• Teams should plan early! During the PPT meeting, plan for all grades covered by the duration of the IEP. For example, if the PPT is occurring in April for a third grader and the implementation date is prior to the end of the school year, the team should plan the IEP to span from April to April and ensure correct assessment determination for both Grades 3 and 4.
• For students to receive the most appropriate summative assessment and be rostered to the correct assessment, districts should make a determination for alternate assessment eligibility at the annual PPT. Assessment decisions for the 2025-26 should be determined by the dates below.
• When the Connecticut Alternate Assessment System Eligibility Form is completed and verified, and the IEP is finalized and implemented in CT-SEDS, the alternate assessment data will sync with TIDE. Through this process, the Alternate Assessment Flag indicator will be activated in TIDE and give the student access to the alternate assessment at the time of testing. This data will also be used by the CSDE to remove the student from certain data files used for the CT SAT School Day and the LAS Links if applicable.
• If the Connecticut Alternate Assessment System Eligibility Form is not completed and verified through a finalized and implemented IEP in CT-SEDS, the student will be rostered to the standard assessments (e.g., LAS Links, CT-SAT School Day, Smarter Balanced, and/or the NGSS).
• In the rare event where a PPT or an amendment (if needed) occurs after the deadlines below, testing should be postponed until PPT determination, finalization, and implementation of the plan in CT-SEDS. Please communicate these occurrences and testing determinations to ELACs, DAs, and TEA as soon as possible to ensure accurate testing and to reduce errors in student participation. 

Please refer to the resources on this page to support teams and their understanding of alternate assessments and eligibility criteria.

If you have any questions, please contact deirdre.ducharme@ct.gov or katherine.seifert@ct.gov in the Performance Office.

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 ESR Student Response Check are outlined in the Connecticut Alternate Assessment System Early Stopping Rule and Student Response Check document.

Resources Specific to the Alternate Assessment System

The Alternate Assessment System Webpage, located on the Connecticut Comprehensive Assessment Program Portal, provides access to test administration resources for alternate assessments.

Resources Specific for Planning and Placement Teams

The Connecticut Alternate Assessment System Participation Guidance for Planning and Placement Teams provides teams with guidance on eligibility for student participation in the Connecticut Alternate Assessment System and can be used in conjunction with the Connecticut Alternate Assessment Eligibility Form.

The Resources for PPTs and 504 Teams Related to CT SEDS and Statewide Assessments webpage provides teams  with information on accessibility features available to students with an Individualized Education Program (IEP) or Section 504 Plan participating on statewide assessments.

Parent/Guardian Resources

Parent Overview of Connecticut’s Alternate Assessment System - This overview for parents/guardians describes components and resources for Connecticut’s Alternate Assessment System designed for students with significant cognitive disabilities.