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Alternate Assessments

Resource Description

This brochure provides instructions for how to extract participation reports for the CTAA and CMT/CAPT Skills Checklist Science Eligibility & Learner Characteristics Inventory (LCI) in TIDE. Submission of the LCI is required for eligible students with significant cognitive disabilities prior to administering the following alternate assessments: Connecticut Alternate Assessment (CTAA) for English language arts and mathematics, the CMT Skills Checklist Science, and the CAPT Skills Checklist Science. Reviewing these participation reports can ensure teachers and administrators have registered students for either alternate assessment by tracking the LCI and Skills Checklist Science submissions.

This guide provides information about the various types of CTAA score reports as well as related resources.

These grade-specific Performance Level Descriptors were developed to summarize the knowledge, skills and abilities prioritized for the CTAA that students need to attain at each level of achievement (Level 1-Level 4). Each performance level includes the knowledge, skills and abilities of the preceding performance levels.

These grade-specific Performance Level Descriptors were developed to summarize the knowledge, skills and abilities prioritized for the CTAA that students need to attain at each level of achievement (Level 1-Level 4). Each performance level includes the knowledge, skills and abilities of the preceding performance levels.

This document is intended as a resource for district and school personnel. The Individual Student Report Performance Literals in Mathematics provide the description of each of the 4 performance levels shared on the paper version of the Connecticut Alternate Assessment (CTAA) Individual Student Reports. These Performance Level Literals provide descriptions of the grade specific alternate assessment skills students can demonstrate.

This document is intended as a resource for district and school personnel. The Individual Student Report Performance Literals in English Language Arts/Literacy provide the description of each of the 4 performance levels shared on the paper version of the Connecticut Alternate Assessment (CTAA) Individual Student Reports. These Performance Level Literals provide descriptions of the grade specific alternate assessment skills students can demonstrate.

This manual provides information for the Teacher Administering the Alternate Assessment (TEA) and the District/School Test Coordinator (DC/SC) regarding policies and procedures for the 2017 Connecticut Alternate Assessment for English language arts (ELA) and mathematics to eligible students with significant cognitive disabilities in their school or district.

This document provides additional guidance for administering the Alternate Assessments in ELA and Math to students who are blind, deaf, or deaf-blind. It is intended to be used in conjunction with the required secure CTAA Directions for Test Administration.

This brochure describes how to access the Data Entry Interface (DEI) to submit the CTAA, CMT/CAPT Skills Checklist Science, and Learner Characteristics Inventory (LCI). The submission of the LCI is required to confirm student eligibility and register the student for participation in alternate assessments prior to administration.

Connecticut was a partner state in the National Center and State Collaborative (NCSC) which was  created to apply the lessons learned from the past decade of research on alternate assessments based on alternate achievement standards (AA‐AAS) to develop a multi‐state comprehensive assessment system for students with significant cognitive disabilities. Connecticut worked with other partner states and experts to develop this assessment which became the Connecticut Alternate Assessment (CTAA) beginning with the 2016 administration. This site includes numerous resources focusing on students with significant cognitive disabilities.

This document is intended to provide guidance for Connecticut school district personnel who must make decisions about testing special student populations for all Connecticut Comprehensive Assessment Program tests.

The NCSC Wiki provides materials to support educators with instruction aligned to the Connecticut Core Standards. This Wiki also provides curriculum, instructional, core content connectors, and parent resources.

This Test Coordinator’s Manual (TCM) for summative assessments is intended for staff (District Administrators, District Test Coordinators, and School Test Coordinators) who play a role in the administration of Connecticut Comprehensive Assessment Program online assessments. This manual provides procedural and policy guidance to administer each assessment. All policy referenced in this guide should be applied to the following tests for the Connecticut Comprehensive Assessment Program: Connecticut Alternate Assessment (CTAA) for English language arts (ELA) and mathematics; Connecticut Mastery Test and Connecticut Academic Performance Test in Science (CMT/CAPT Science); Smarter Balanced for English language arts (ELA) and mathematics.

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

This paper form of the CTAA Student Response Check, also available in the Test Delivery System, is a task that needs to be completed prior to testing by the Teacher Administering the Alternate (TEA) to evaluate a student’s response capabilities. This content-neutral assessment provides an opportunity to observe and confirm the student’s mode of response.