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Now Showing Resource Section: Accessibility and Special Populations - Guidelines and Documentation

Resource Description
CSDE Assessment Guidelines - Corrected Link /core/fileparse.php/51/urlt/CSDE-1819-Assessment-Guidelines.pdf
Updated February 06, 2019
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, and the Connecticut Alternate Science Assessment (CTAS).
Guidelines for Read Aloud, Test Reader /core/fileparse.php/51/urlt/Smarter_Balanced_read-aloud-guidelines-2018-07-11-3.pdf
Updated June 28, 2018

Test readers are allowable on Smarter Balanced assessments across all grades as a designated support for mathematics and English language arts (ELA) items as appropriate. This designated support is not allowable for ELA reading passages. Any educator who is providing this designated support is encouraged to read this document.

Guidelines for Spanish Read Aloud, Test Reader /core/fileparse.php/51/urlt/Smarter_Balanced_Guidelines-Read-Aloud-Test-Reader-Spanish_082415.pdf
Updated August 24, 2015
When a student cannot access text-to-speech, an embedded resource available on the Smarter Balanced Assessments, the student may be eligible to work with a test reader. A test reader is an adult who provides an oral presentation of the assessment text to an eligible student. The student depends on the test reader to read the test questions accurately, pronounce words correctly, and speak in a clear voice throughout the test. The test reader must be trained, qualified, and must follow the Smarter Balanced Guidelines for Spanish Read Aloud, Test Reader presented here. The guiding principle in reading aloud is to ensure that the student has access to test content. On Smarter Balanced assessments, test readers in Spanish are allowable across all grades as a designated support for mathematics. This requires that the student has Translation Stacked Spanish provided for mathematics. The test reader would read the stacked translation to the student.

The decision to provide a student in grades 3-8 with text-to-speech or human read-aloud accommodations for the English language arts (ELA) reading assessment passages is a significant decision, one that has possible long-term implications for the child. These accommodations are defined as follows:

Text-to-Speech:

Text is read aloud to the student via embedded text-to-speech technology. The student is able to control the speed as well as raise or lower the volume of the voice via a volume control.

Requires submission of:

Read Aloud:

Text is read aloud on the ELA reading test to the student by a trained and qualified human reader who follows the Guidelines for Read Aloud, Test Reader (published June 30, 2017).

Requires submission of:

Scribing Protocol for Smarter Balanced Assessments /core/fileparse.php/51/urlt/Smarter_Balanced_scribing-protocol-2018-07-11-3.pdf
Updated June 28, 2018

A scribe is an adult who writes down what a student dictates when responding to test items. Dictation can happen in a variety of ways (e.g., speech, American Sign Language (ASL), braille, assistive communication device, etc.). 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 assessments.

Requires submission of:

  • Request to the CSDE a Petition for Approval of Special Documented Accommodations
  • 2018-2019 Scribing Protocol for Smarter Balanced Security/Confidentiality Agreement (Provided by the CSDE for approved Special Documented Accommodations)
  • 2018-2019 Read Aloud Protocol for Smarter Balanced Security/Confidentiality Agreement (Provided by the CSDE for approved Special Documented Accommodations)
Test Supports/Accommodations Form /core/fileparse.php/51/urlt/CT-Test-Supports-Accommodations-Form.pdf
Updated January 31, 2019
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.
Guidelines for Simplified Test Directions in the Test Administration Manual /core/fileparse.php/51/urlt/Smarter_Balanced_guidelines-for-simplified-test-directions_093016.pdf
Updated September 30, 2016
The designated support for simplified test directions for Smarter Balanced English language arts (ELA) and mathematics allows the test administrator to simplify or paraphrase the test directions found in the test administration manual according to the Simplified Test Directions Guidelines. Students who need additional support understanding the test directions may benefit from this resource. This designated support may require testing in a separate setting to avoid distracting other test takers.
Petition for Approval of Special Documented Accommodations 2018-2019 /core/fileparse.php/51/urlt/CT-1819-Petition-for-Approval-of-Special-Documented-Accommodations.pdf

Petition for Approval of Special Documented Accommodations

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 Standard Science, the Connecticut SAT School Day, or the Connecticut Alternate Assessments (the CTAA and CTAS). The following accommodations apply:

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

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 the CT SAT School Day, 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 or Janet, 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

Smarter Balanced Braille Options for 2018–2019 /core/fileparse.php/51/urlt/Smarter-Balanced-1819-Braille-Options-Guide.pdf
Updated January 24, 2019
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.
Translation (Glossary) – Embedded Designated Support /core/fileparse.php/51/urlt/CT_Translation_Glossary_Embedded_Designated_Support_Brochure.pdf
Updated January 03, 2019

Students who are English Language Learners 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 ELs or ELs with disabilities. The use of this support may result in the student needing additional overall time to complete the assessment.

Note: Students should use the Practice Test with the designated support prior to testing to ensure that the Translation Glossary is appropriate and accessible prior to use on statewide assessments.

2018-2019 Accessibility Chart /core/fileparse.php/51/urlt/2019-Accessibility-Chart-MASTER.pdf
Updated January 31, 2019
The 2018-19 Accessibility Chart identifies a range of universal tools, designated supports, and accommodations available students when accessing the Smarter Balanced and the NGSS Science Assessments.
CTAA Assessing Students who are Blind, Deaf, or Deaf-Blind Additional Guidance /core/fileparse.php/51/urlt/CTAA-1819-Assessing-Students-who-are-Blind-Deaf-or-Deaf-Blind-Additional-Guidance.pdf

The resource titled, Connecticut Alternate Assessment (CTAA) Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test Administration is intended to be used by the trained Teacher Administering the Alternate (TEA) in conjunction with the secure, required test administration materials available on TIDE secure material tab or Inbox.  This resource includes tasks, definitions and strategies, with examples that may be used by the TEA as appropriate for individual students to enhance access to the CTAA.

CTAS Assessing Students who are Blind, Deaf, or Deaf-Blind Additional Guidance /core/fileparse.php/51/urlt/CTAS-1819-Assessing-Students-who-are-Blind-Deaf-or-Deaf-Blind-Additional-Guidance.pdf

The resource titled, Connecticut Alternate Science Assessment (CTAS) Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test Administration is intended to be used by the trained Teacher Administering the Alternate (TEA) in conjunction with the required test administration materials available on the portal.  This resource includes tasks, definitions and strategies, with examples that may be used by the TEA as appropriate for individual students to enhance access to the CTAS.

Embedded and Non-Embedded Designated Supports for English Learners /core/fileparse.php/51/urlt/CT-1819-Embedded-and-Non-Embedded-Designated-Supports-for-English-Learners.pdf
Updated February 15, 2019

Students who are English learners (ELs) 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 or EL with a disability. The use of these supports may result in the student needing additional overall time to complete the assessment. 

Note: Students should use the Practice Test with the designated supports prior to testing to ensure that they are appropriate and accessible prior to use on statewide assessments.