Special Populations on the State Summative Assessments

Documents/Forms

Data Collection Forms for Special Populations

  • 2018-19 Test Supports/Accommodations Form - This form is used to record designated supports/accommodations needed for students with an IEP, Section 504 Plan, or English Learners (EL). Information from this form must be submitted/uploaded to the Test Information and Distribution Engine (TIDE) Test Settings prior to testing.
  • 2018-19 Text-to-Speech Decision GuidelinesThe Text-to-Speech Decision Guidelines form must be completed for any student in Grades 3-8 who will receive the accommodation of Text-to-Speech or Read Aloud of 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.

  • 2018-19 Text-to-Speech and Read Aloud Accommodation for ELA Reading Passages Flowchart - This new 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.
  • 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.
  • Learner Characteristics Inventory (LCI) - The Learner Characteristics Inventory (LCI) will be used by Connecticut Teachers Administering the Alternate (TEA) to describe the population of students who are assessed with the Connecticut Alternate Assessment (CTAA) and the Connecticut Alternate Science (CTAS). These students comprise less than 1% of the total tested student population and are students with the most significant cognitive disabilities. The LCI is required to support the determination of the appropriate assessment at the  Planning and Placement Team (PPT) and must be submitted in the Data Entry Interface (DEI) in order to register a student for participation in either Alternate Assessment (CTAA and CTAS).
  • Completion Procedures for the Learner Characteristics Inventory (LCI)
  • 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).
  • Students in PSIS who attend Out-of-State Facilities or In-State Non-Approved Facilities

  • 2018- 19 Smarter Balanced Braille Options - Various braille options are available for students that take Smarter Balanced assessments in English language arts (ELA) and mathematics. The selected braille option must be indicated in TIDE test Settings.

  • Petition for Approval of Special Documented Accommodations 2018-19

    In exceptional circumstances, there may be a student whose disabilities are such that the allowable accommodations listed in the Assessment Guidelines would be insufficient to provide access to the Smarter Balanced Assessments, the NGSS Science, or the CT SAT School Day. In these cases, the District Administrator (DA) must contact the CSDE to provide information regarding a request for special documented accommodations. Upon preliminary eligibility, the CSDE will send the PETITION FOR APPROVAL OF SPECIAL DOCUMENTED ACCOMMODATIONS 2018-2019 to the DA, which must be completed and returned to the CSDE in order to determine eligibility. Upon processing, the CSDE will submit a letter of approval or rejection to the DA.

    Special documented accommodations for Smarter Balanced/NGSS Science include:

    • Scribe
    • Read Aloud of ELA Reading Passages
    • Print on Demand
    • Human Signer for Math and ELA

    Special documented accommodations for the CT SAT School Day include:

    • American Sign Language
    • Use of a Human Signer (other than Signed Exact English)
    • Human Signer Passages Accommodation (other than Signed Exact English)

    In these cases, upon request, the District Administration (DA in TIDE) will be provided with information regarding the Petition for Approval of Special Documented Accommodations by initiating an email or phone call to Deirdre Ducharme (860-713-6859) or Janet Stuck (860-713-6837).  Such inquiries should be made by December 10, 2018, for the NGSS Science Assessment (Grade 11), and by January 28, 2019, for all other assessments (Smarter Balanced, NGSS Science Grades 5 and 8, and Alternate Assessments).  For more information, please contact Deirdre Ducharme or Janet Stuck, or see the Assessment Guidelines (2018-2019 edition).

    Additional considerations related to Scribe and Read Aloud accommodations are provided below:

    Scribing Protocol for Smarter Balanced Assessments Updated June 28, 2018

    Read Aloud Guidelines for Smarter Balanced Assessments Updated June 28, 2018

Usability, Accessibility, & Accommodations 2017-18 Presentation

Communication

Test Administration Resources


Assessment Guidelines

English Learner Resources

CSDE Bureau of Special Education

  • 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.
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