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

Resource Description
CSDE Assessment Guidelines /core/fileparse.php/51/urlt/2019-20-Assessment-Guidelines-LIVE-11.12.19_MASTER.pdf
Updated November 12, 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. However, in Connecticut, this is not an allowable support for a Read Aloud of the ELA Reading Passages (which can only be provided for those students approved through a special documented accommodation).

A test reader is an adult who provides an oral presentation of the assessment text to an eligible student who cannot access text-to-speech provided by the computer. 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 Spanish Presentation (Stacked) 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 passages is a significant decision, one that has possible long-term implications for the child. These accommodations are typically provided to students with a visual or print disability who use this accommodation during instruction. These accommodations are defined as follows:


Text-to-Speech of the ELA Reading Passages:
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.

 

This requires the electronic submission of the:

 

Read Aloud of the ELA Reading Passages:
Text is read aloud, including the ELA reading passages, to the student by a trained and qualified human reader. This person should reference the Guidelines for Read Aloud, Test Reader.
 

This requires the request of a special documented accommodation. Approved requests require the electronic submission of the:

Text-to-Speech/Read Aloud Accommodations for ELA Reading Passages Flowchart /core/fileparse.php/51/urlt/TTS-v-RA_2020-FINAL.pdf

This resource should be used to determine student eligibility for the text-to-speech or read aloud accommodation for the Smarter Balanced ELA Reading Passages. It includes the appropriate procedures based on the needed accommodation.

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 through the request of a special documented accommodation. Approved requests require the electronic submission of the: 

Test Supports/Accommodations Form /core/fileparse.php/51/urlt/2019-20-AccommodationsForm_9.3.19_MASTER.pdf
Updated September 03, 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.

Process for Requesting Special Documented Accommodations (Coming Soon)

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 and the Next Generation Science Standards (NGSS) Assessment. In these cases, the District Administrator (DA) must contact the CSDE to provide information regarding a request for special docSumented accommodations. Such accommodations include, but are not limited to, the request for a:

  • Scribe
  • Read Aloud of ELA Reading Passages
  • Print on Demand
  • Human Signer for ELA or Math
  • Human Signer for ELA Reading Passages
  • Math Manipulatives (Grades 4-8)
  • Non-Embedded Calculator (Math Grades 6-8)
  • Customized Accommodations (including non-compatible Speech-to-Text applications).

District Administrators (DA in TIDE) are required to initiate this procedure by contacting Deirdre Ducharme (860-713-6859) or Janet Stuck (860-713-6837), Special Populations, Bureau of Student Assessment. DA’s will be provided with an application to complete and return to the CSDE  with supporting documentation including a copy of the student’s IEP or 504 Plan for approval. Students may not be provided with these accommodations unless formally approved by the CSDE. Petitions are due no later than January 24, 2020.
 

Translation (Glossary) – Embedded Designated Support /core/fileparse.php/51/urlt/CT_Translation_Glossary_Embedded_Designated_Support_Brochure_2019-2020_FINAL.pdf
Updated August 21, 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.

Embedded and Non-Embedded Designated Supports for English Learners /core/fileparse.php/51/urlt/CT-1920-Embedded-and-Non-Embedded-Designated-Supports-for-English-Learners_FINAL.pdf
Updated August 22, 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.

 

 

2019-2020 Accessibility Chart /core/fileparse.php/51/urlt/2020-Accessibility-Chart_Updated-9.3.19_MASTER.pdf
Updated September 03, 2019

The 2019-20 Accessibility Chart identifies a range of universal tools, designated supports, and accommodations available students when accessing the Smarter Balanced and the NGSS Science Assessments.

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.
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.