Documents/Forms

Special Populations Information 

• Assessment Guidelines - This document is intended to provide guidance for Connecticut school district personnel who must make decisions about testing special student populations for the following assessments: Smarter Balanced, Next Generation Science Standards (NGSS) Assessment, Connecticut Alternate Assessment (CTAA) in English language arts (ELA) and mathematics, the Connecticut Alternate Science (CTAS) Assessment, the CT CAAELP, and the CT SAT School Day.

Smarter Balanced and NGSS Accessibility Information and Resources

• Designated Supports/Accommodations Form (Annotated Version) - This resource includes three optional forms that can be used by educator teams to determine accessibility supports and accommodations for students when taking the Smarter Balanced and Next Generation Science Standards Assessments. Designated supports and accommodations for students with Individual Education Programs (IEPs) and Section 504 Plans must be documented in the students plan within CT-SEDS. Supports for these students should NOT be manually entered or batch uploaded to TIDE. 
• 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 questions provided in this screener can assist IEP/Section 504 decision-making teams in determining whether it is appropriate to indicate that the student should be provided the reading passages for an ELA reading assessment via a text-to-speech accommodation.
• Documented Evidence for a Read Aloud of the Smarter Balanced ELA Reading Passages - Use this screener to determine if your student is eligible to use the special documented Read Aloud of the ELA Reading Passages accommodation. The questions provided in this document can assist IEP/Section 504 decision-making teams in determining whether it is appropriate to indicate that the student should be provided the reading passages for an ELA reading assessment via a read aloud provided by a trained and qualified human reader in an individual test setting. 
• Smarter Balanced Braille Options - Various braille options are available for students that take Smarter Balanced assessments in English language arts (ELA) and mathematics.
• Online Testing with the Refreshable Braille Display - This short video explains how students experience a computer-based test using the refreshable Braille display during test administration. It covers the setup of the student work station with the refreshable Braille display, the setup of the TA work station to support testing with the refreshable Braille display, how students use the JAWS transcription software and request embossments during a test, and how students use the Help feature of the online testing platform during a test.
• Smarter Balanced Braille Hybrid Test (HAT) - This document includes information about a testing option for students using Braille mathematics assessments in Grades 3-8 and High School. American Printing House for the Blind (APH) and Smarter Balanced will provide consortium members—through their service providers—the option of pre-embossed tactile Mathematics graphics for the online Braille Hybrid Adaptive Test (HAT) in Grades 3-8 and High School.
• 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 and should be documented in the accommodations section for statewide testing in CT-SEDS.
• Scribe Special Documented Accommodation Protocol for Smarter Balanced and Next Generation Science Standards Assessments - A scribe is an educator who writes/types responses provided by a student verbally or in a variety of ways (e.g., American Sign Language (ASL), braille, assistive communication device). The guiding principle in scribing is to ensure that the student has access to and is able to respond to test content. Scribes are allowable on the Smarter Balanced and Next Generation Science Standards assessments for eligible students, typically those identified with physical, motor, or visual disabilities who are unable to have their communication needs met using speech to text or other forms of assistive technology. The provision of this accommodation is determined by the Planning and Placement Team (PPT)/Section 504 Team for students with an identified need based on evidence documented in relevant sections of the IEP/Section 504 Plan (e.g., Present Levels of Performance, Goals and Objectives). These accommodations typically align to those used by the student during instruction and in other learning environments.
• Technology Manual - This guide explains in 4 steps how to set up technology in your schools and districts: 1. Set up staff workstations. 2. Set up student workstations. 3. Configure your network for online testing. 4. Configure assistive technologies.

Connecticut Alternate Assessment System Information and Resources

• 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 Engine (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.
• Connecticut Alternate Assessment System Eligibility Form - 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 System - This 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 Connecticut Alternate Assessment System Eligibility Form embedded within CT-SEDS. Digital copies are available for downloading and viewing to support PPT decision making. Visit the Connecticut Alternate Assessment System Eligibility Form webpage for details.
• Sample District Letter for Alternate Assessment System Individual Student Reports - This letter can be used to distribute Individual Student Reports for any of the following Alternate Assessment System assessments; CTAA, CTAS, and CAAELP.

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.
• Smarter Balanced Mathematics and Next Generation Science Standards (NGSS) Assessments: Guidelines for Spanish Read Aloud of Stimuli and Items - This resource was developed for those Spanish-speaking students who benefit from having the test read aloud directly by a trained and qualified teacher in Spanish, available only on the Smarter Balanced Mathematics and NGSS Assessments. Teachers providing this designated support should review and follow the steps outlined in the Guidelines for Spanish Read Aloud, Test Reader.
• English Learner/Multilingual Learner Assessment Resources Web Page - The CSDE will be using the LAS Links Assessment for the ELP Assessments for all students in Grades K-12 that meet eligibility criteria. 

Test Administration Resources

• The Connecticut State Department of Education Comprehensive Assessment Program Portal provides access to Test Administration Resources for the NGSS Science Assessment (including the CTAS) and the Connecticut Alternate Assessment.  
• How to Access the Data Entry Interface (DEI) - This document provides instructions describing how to access the Data Entry Interface (DEI). The DEI is used for the submission of the Connecticut Alternate Science Assessment (CTAS) Student Score Worksheets as well as transcription of Large Print, Braille, and Out-of-State Tester Student Responses for the Smarter Balanced Summative Assessment and the Next Generation Science Standards (NGSS) Assessment.
• Testing Students in PSIS who attend Out-of-State Facilities or In-State Non-Approved Facilities - Connecticut public school districts are responsible to test students enrolled in the Public-School Information System (PSIS) who are being educated in out-of-state facilities or in-state, non-approved schools. Refer to this guide when preparing for the administration of statewide assessments for these students.

Other Resources 

• Back to School Handout - September 6, 2024
• CSDE Summary of District Justifications Submitted for Exceeding the One Percent Threshold - February 14, 2020 
• EdSight - CSDE's website for data and reports about schools, districts, and the state.

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.