Special Populations on the State Summative Assessments

Documents/Forms

Special Populations Information 
  • Assessment Guidelines Current Edition
  • Test Supports/Accommodations Form (and annotated form) - This optional form is used to record designated supports/accommodations needed for students participating on statewide summative assessments.
  • Accessibility Chart - The Accessibility Chart identifies a range of universal tools, designated supports, and accommodations available students when accessing the Smarter Balanced and the NGSS Science Assessments.
  • Connecticut Smarter Balanced and NGSS Assessment Reader Options Table - This resource defines the purpose, test requirements, and necessary documentation (if applicable) for various embedded and non-embedded Smarter Balanced and NGSS reader supports and accommodations.
  • Decision Guidelines for Text-to-Speech of the ELA Reading Passages - The Decision Guidelines for Text-to-Speech of the ELA Reading Passages form must be completed for any student in Grades 3-8 who will receive the Text-to-Speech Accommodation for English language arts/literacy (ELA) reading passages on the Smarter Balanced assessments. This form can be completed online by selecting the “submit this form electronically” hyperlink embedded in the form.
  • Documented Evidence for a Read Aloud of the Smarter Balanced ELA Reading PassagesText is read aloud, including the ELA reading passages, to the student by a trained and qualified human reader.
  • Text-to-Speech and Read Aloud Accommodation for ELA Reading Passages Flowchart - Coming Soon - This resource should be used to determine student eligibility for the Text-to-Speech and Read Aloud Accommodation for ELA Reading Passages.  It also provides the appropriate procedures based on accommodation need.
  • Assistive Technology Manual 
  • Read Aloud Guidelines in Spanish
  • Connecticut Alternate Assessment System Training – Overview for District Administrators - The Connecticut Alternate Assessment System Training Overview for District Administrators provides an overview of the responsibilities of the District Administrator (DA) in the Test Information Distribution (TIDE), for the mandatory online course completed each school year to provide qualified educators with essential alternate assessment materials and the permissions to administer these assessments. DAs must follow these procedures to ensure the alternate assessments are administered by teachers qualified for this responsibility.
  • Connecticut Alternate Assessment System Training – Overview for Teachers Administering the Alternate - The Connecticut Alternate Assessment System Training Required for Teachers Administering the Alternate Overview describes the responsibilities of the TEA and the procedures to ensure the alternate assessments are administered by teachers qualified for this responsibility. The Connecticut Alternate Assessment System Training – Required for Teachers Administering the Alternate is a mandatory online course completed each school year to provide qualified educators with essential alternate assessment materials and the permissions to administer these assessments. Educators passing the embedded quiz for the training with a score of 80% or better will be assigned the Trained TEA certification and be provided all associated privileges for administering the alternate assessment.
  • Alternate Assessment Eligibility Form (Annotated) - This resource provide clarifying information for each section of the Connecticut Alternate Assessment System Eligibility Form.  
  • Frequently Asked Questions and Answers About the Connecticut Alternate Assessment SystemThis FAQ document is intended to provide local education agencies (LEAs), parents, advocacy organizations, and other interested parties with information regarding the requirements for serving Connecticut’s children with significant cognitive disabilities participating in alternate assessments. This document represents the current understanding of the CSDE on this topic. This guidance does not impose any additional requirements beyond those required under applicable law and regulations.
  • Frequently Asked Questions and Answers about the Connecticut Alternate Assessment Eligibility Form This FAQ document is intended to provide local education agencies (LEAs), parents, advocacy organizations and other interested parties with information regarding eligibility criteria for the participation in the Connecticut Alternate Assessment System.
  • CSDE Alternate Assessment System Web Page
  • Connecticut Alternate Assessment System Participation Guidance for Planning and Placement Teams - The Connecticut Alternate Assessment System Participation Guidance for Planning and Placement Teams flowchart provides the Planning and Placement Team (PPT) with guidance on eligibility for student participation in the Connecticut Alternate Assessments for Math and ELA (for students in Grades 3-8 and 11) and the Connecticut Alternate Science Assessment (for students in Grades 5, 8, and 11). This flowchart should be used in conjunction with the Learner Characteristics Inventory (LCI).
  • How to Access the Data Entry Interface (DEI) 
  • Testing Students in PSIS who attend Out-of-State Facilities or In-State Non-Approved Facilities
  • Smarter Balanced Braille Options
  • Online Testing with the Refreshable Braille Display
  • Smarter Balanced Braille Hybrid Test (HAT)
  • Process for Requesting Special Documented Accommodations:In exceptional circumstances, there may be a student whose disabilities are such that the allowable embedded and non-embedded accommodations described in the CSDE Assessment Guidelines provide insufficient access to the Smarter Balanced and/or the Next Generation Science Standards (NGSS) Assessments. In this case, non-standard accommodations may be determined by the PPT/Section 504 Team for these students with an identified need based on evidence documented throughout the IEP/Section 504 Plan. These accommodations typically align to those used by the student during instruction and in other learning environments and meet the criteria identified in CSDE supporting documentation. These Special Documented Accommodations may include:
    • Scribe
    • Read Aloud of ELA Reading Passages
    • Human Signer/Visual Support for ELA or Math
    • Human Signer/Visual Support for ELA Reading Passages
    • Math Manipulatives (Grades 3-8)
    • Non-Embedded Calculator (Math Grades 6-8)
    • Print on Demand*
    • Customized Accommodation*

    *A petition is required for Print on Demand and Customized Accommodations for any student with an IEP/504 Plan regardless of approval in CT-SEDS. Refer to Appendix C of the Assessment Guidelines for details. Special Documented Accommodation Petitions are due no later than March 1, 2023.

    Students may not be provided with these requested accommodations during testing unless finalized in CT-SEDS prior to March 1, 2023, or formally approved by the CSDE.

Test Administration Resources

English Learner/Multilingual Learner Resources
  • Translation (Glossary) – Embedded Designated Support Students who are identified as an English Learner/Multilingual Learner (EL/ML) may benefit from using a Translation Glossary for the Smarter Balanced mathematics tests. These students should have the appropriate language Translation Glossary embedded designated support selected in TIDE prior to testing. This Designated Support is intended as a language support for students who have limited English language skills whether or not they are identified in PSIS as EL/MLs or EL/MLs with disabilities. The use of this support may result in the student needing additional overall time to complete the assessment.
  • Embedded and Non-Embedded Designated Supports for English Learners - Students who are EL/ML may benefit from using designated supports when participating on the Connecticut state-wide assessments. These designated supports are intended as a language support for students who have limited English language skills, whether or not they are identified in PSIS as EL/ML or EL/ML with a disability. The use of these supports may result in the student needing additional overall time to complete the assessment. 
  • English Learner/Multilingual Learner Assessment Resources Web Page

Other Resources 

CSDE Bureau of Special Education Resources 
  • The Connecticut Assistive Technology (AT) Guidelines provides both school districts and Birth to Three service providers guidance to ensure that all children identified for AT services have access to AT though a framework for making decisions about AT needs of these children and students with disabilities.