1. District Test Coordinator
CONNECTICUT STATE DEPARTMENT OF EDUCATION
District Test Coordinator
Test Administration Workshop
Smarter Balanced, CTAA, NGSS Standard and NGSS Alternate Assessment
January 18 and 19, 2018

2. CSDE Assessment Staff Performance Office
Abe Krisst, Bureau Chief Student Assessment (860)
Special Populations
Joe Amenta
Janet Stuck
(860)
(860)
NGSS Standard and NGSS Alternate Assessment Field Test
Jeff Greig
(860)

3. Cristi Alberino, Ph.D. Cristi.Alberino@ct.gov (860) 713-6862
CSDE Assessment Staff
Smarter Balanced
Cristi Alberino, Ph.D. (860)
Deirdre Ducharme
(860)
SAT
Michelle Rosado
(860)

5. CSDE Assessment Reporting

6. Who do I contact? Purpose Who Phone E-mail
Test Administration Procedures Questions
Technology Questions
Connecticut
Help Desk (AIR)
Smarter Balanced and NGSS Science
State Policy Test Administration Questions
Reporting of Security Breaches Only
Note: Irregularities and Improprieties do not need to be reported directly to CSDE via phone or .
CSDE
Student Assessment Office
Designated Supports and Accommodations Questions
CTAA and NGSS Alternate Science Assessment
Joe Amenta
Janet Stuck

7. American Institutes for Research (AIR)
Connecticut Help Desk
The Help Desk is open Monday – Friday 7:00 a.m. to 7:00 p.m.
during summative testing.
AIR Project Team
Jen Chou, Program Director Ema Kaminskaya, Program Manager
Amy Bowman, Program Coordinator

8. Presentation Overview
Overview of Assessments for Spring 2018
What’s New in 2018
Connecticut Summative Assessments School Year
NGSS Standard and Alternate Science Assessment
Connecticut SAT School Day
Communication
TIDE/PSIS Data Sync
Test Completion
Test Security
Participation
Improprieties, Irregularities, and Breaches
Smarter Balanced Opportunities
AIR Systems Overview
Special Populations

9. Overview of Assessments for Spring 2018

10. What’s New in 2018 NGSS Field Tests Online - Standard & Alternate
New TIDE features
New 2018 browser required
Desmos calculators in math and science
New requirements to enter a Learner Characteristics Inventory (LCI)
Easier appeals process for a Grace Period Extension (GPE)

11. Connecticut Summative Assessments School Year 2017 - 2018
State Assessment
Grade(s)
Testing Window
Delivery Method
Smarter Balanced
ELA & Math
3 – 8
March 26 – May 25
Online
Connecticut Alternate Assessment (CTAA)
3 – 8 and 11
NGSS Standard Science Assessment Field Test 11
5 and 8
April 30 – May 25
NGSS Alternate Science Assessment
Field Test
5, 8 and 11
Online Upload
Connecticut SAT School Day
March 21
Makeup Dates: April 24 and 25
Paper

12. NGSS Standard Field Test
The AIR Test Delivery System will be used to deliver these assessments.
There is no time limit, but there is a recommended time of 90 minutes for this single session test.
Test Administration materials will be available in February/March.
Practice tests are available on the Connecticut Comprehensive Portal.
All districts and students will be participating.

13. NGSS Alternate Field Test
Correspondence will be sent to superintendents about the Alternate Science Assessment specifics.
Administration materials will be available in February/March.
There will be an online training opportunity for District Administrators for the Alternate Science test administration on February 16. Registration procedures will be provided in the Student Assessment News (SAN).
The assessment results will be entered into the DEI.
All districts and eligible students (who have a submitted an LCI) are required to participate.

14. Connecticut SAT School Day
March 21, 2018, administration for all Grade 11 students
February 13 and 14, 2018, Test Center Supervisor Workshops - see SAN to register
Contact Michelle Rosado at with any questions

15. Communication CSDE Student Assessment Newsletter (SAN)
Sent to the DA identified with the TIDE DA user role, as well as the secondary contact. SAT Test Center Supervisors and English Learner Assessment Coordinators also receive a copy; additionally, anyone can subscribe.
Posted on CSDE Web site and Connecticut Comprehensive Portal
CSDE Comprehensive Assessment Program Portal
Sign up for updates (
Smarter Balanced Web site
Sign up to stay connected (

16. Communication - Connecticut Student Assessment Web Site

17. Communication - Connecticut Comprehensive Assessment Program Portal

18. TIDE/PSIS Data Sync

19. TIDE/PSIS Data Sync
District Test Coordinators will need to work with their District PSIS Coordinators to ensure that accurate student information is being reported in the PSIS Registration Module, and subsequently in TIDE. The PSIS Coordinators should make all changes to student enrollment and demographic information directly in the PSIS Registration Module.
Accurate reporting of individual student status at the time of testing in the PSIS Registration Module is the only way to ensure accurate reporting of the annual statewide test results.
To provide an alternate assessment or indicate designated supports and accommodators in TIDE test settings, students must be appropriately identified in the PSIS registration Module
During the summative test window, Smarter Balanced, the NGSS Field Test and their related alternate assessments, will reflect changes in TIDE the day after those changes are made in the PSIS.

20. TIDE/PSIS Data Sync
The Connecticut State Department of Education requires seven important data fields. These data fields are:
Special Education (SPED) Status;
Free and Reduced Lunch (FRL) Status;
English Learner (EL) Status;
Military Family;
Homeless;
Recently Arrived EL; and
Section 504 Status.
These values must show the student’s status at the time of testing.

21. Test Completion
All students must complete testing by the end of the test window.
Extensions are generally not granted.
Some districts have not completed testing in years past.
How can districts track completion? By using tools on TIDE.
See TIDE Users Guide.

22. Test Completion
Below is an example, to monitor test completion using a test participation report:

23. Test Completion - Testing Time
Testing time is a testing recommendation.
Generally, tests are untimed.
Students should be encouraged to use the time efficiently.
Time may be extended for as long as necessary provided the student does not suffer from fatigue.
Active and engaged proctoring is important to use the testing time efficiently.

24. Test Security

25. Test Security
Breaches of test security include, but are not limited to:
analyzing/copying test items
coaching students
giving students answers, and/or changing students’ answers
allowing students access to digital, electronic, or manual devices (except approved accommodations)
unauthorized log-in to the Test Delivery System
Cell phone use by students is prohibited in testing rooms

26. State Policy Regarding Participation

27. Participation - Connecticut General Statues 10-14n
(b) (1) For the school year commencing July 1, 2015, and each school year thereafter, each student enrolled in grades three to eight, inclusive, and grade eleven in any public school shall, annually, take a mastery examination in reading, writing and mathematics during the regular school day. (2) For the school year commencing July 1, 2013, to July 1, 2017, inclusive, each student enrolled in grades five, eight and ten in any public school shall, annually, in March or April, take a state-wide mastery examination in science during the regular school day. (3) For the school year commencing July 1, 2018, and each school year thereafter, each student enrolled in grades five eight and eleven in any public school shall annually take a state-wide mastery examination in science during the regular school day.

28. Participation
Federal law continues to expect full participation of all students on the state summative assessments. The minimum standard for the participation rate is at least 95 percent of all students and all student groups for each subject. For accountability purposes at the district and school level, the CSDE evaluates the participation rate for all students, as well as students in the "high needs" subgroup for all content areas.

29. A student is a “Participant” if… A student is a “Non- Participant” if…
Participation
A student is a “Participant” if…
A student is a “Non- Participant” if…
For Smarter Balanced
The student logs into both the CAT and PT for Math and just the CAT for ELA.
Note: Regardless of amount of time in a U.S. school, English learners must participate in ELA, mathematics, and science assessments.
For Smarter Balanced
The student does not log into any test session, or the student logs into only one of the two sessions for the Math test.

30. Improprieties Irregularities and Breaches

32. Test Security Levels
Type
Action
Impropriety
The incident will be corrected and contained at the district/school or entered in the Appeals module of TIDE (if appropriate).
Irregularity
The incident will be submitted in the Appeals module of TIDE (if appropriate) by the end of the day of the incident.
Breach
In the case of a breach, the District Test Coordinator must immediately notify the CSDE at
Note: The Test Security Levels are fully described in Appendix F of the Test Coordinator’s Manual.

33. Appeal Types Appeal Type Description Reset a Test
Removes the test, and scores, from the system
Enables student to start a new test
Re-open a Test
Allows for a test that has already been submitted in error, or has expired to be re-opened
Re-open a Test Segment
Reopening a test segment allows a student to access the first segment of a test that was submitted in error
Grace Period Extension
Granted if a test session is unexpectedly interrupted
Allows access to all previous responses
Restore a Test That Has Been Reset
Returns a test from the Reset status to its prior status
Only allowed on tests that have been reset
A test can be restored if it was reset in error
Invalidate a Test
Rarely Used
Eliminates the test
Student does not receive a score
Note: The Appeals module can also be used to address incidents that are not security related such as re-opening an assessment for a student who becomes ill and is unable to resume testing because the test expired.

34. Smarter Balanced Development Opportunities
Please see information in recent Student Assessment News including link to application
Applications due to Smarter Balanced via online application by February 9, 2018
Contact Michelle Rosado at with any questions

35. AIR Systems Overview
Copyright © 2014 American Institutes for Research. All rights reserved.

36. Overview Portal Secure Browser
Test Information Distribution Engine (TIDE)
Test Delivery System (TDS)
Data Entry Interface (DEI)

37. Connecticut Portal: Home Page

38. CT Portal: Assessment Program Pages

39. CT Portal: Resources

40. Summative Test Administration Resources
The 2018 Connecticut Summative Test Administration Resource Crosswalk provides links to documents relevant to the Smarter Balanced, NGSS Assessment Field Test, NGSS Alternate Assessment Field Test, CTAA and Connecticut SAT School Day. (

41. What is the Secure Browser?
The is designed to ensure test security by prohibiting students from accessing any other programs or websites during testing.

42. Secure Browser Information
Download the latest secure browser from the portal. The browser from 2016–2017 will no longer work.
Before taking a test, all applications must be closed.
Students will use the secure browser to take the Smarter Balanced assessments, the NGSS Field Test, and the CTAA.

43. Secure Browser Download

44. Chrome Update AIR currently supports Chrome versions 60 to 63.
AIR provides presumptive support for new versions of Chrome as they are released, which means students are not prevented from taking tests on the newest versions. However, although AIR and Google work collaboratively on new versions, with each new stable release, AIR does need to perform internal testing to make sure there are no issues. If issues are discovered at this stage, AIR and Google will resolve them as quickly as possible. It is our recommendation that all devices are locked down before the test administration window begins. This will reduce the risk of any issues occurring during testing should a new version be released with problems that were not anticipated.
AIR can no longer support a device once Google stops supporting it. Please continue to monitor Google’s end-of-life policy (

45. Chrome Update (continued)
Due to recent changes by Google, users with Chromebooks made in 2017 or later who do not have an Enterprise or Education license will not be able to use those machines for assessments. Google no longer allows users without these licenses to set up kiosk mode, which is necessary to run the AIR Secure Browser.
Since most districts and schools have Enterprise or Education licenses, this should not affect most users. This will likely affect districts/schools who have a Bring Your Own Device (BYOD) policy.
Until further notice, district test and technology coordinators should ensure that all Chromebooks made in 2017 or later are set as managed devices if they are to be used for testing.

46. Mac OS X 10.13 Support Mac OS X10.13 (High Sierra)
If using the current MAC secure browser with OS X 10.13, the browser will crash if a student uses text-to speech or listens to an audio items on the ELA test.
A new browser will be built and released to support OS X before the summative testing window opens.

47. Accessing AIR Systems from TIDE

48. TIDE: User Roles Task DA DC SC SA TE TEA TA
Viewing and Editing Student Settings 
Manage Rosters
Adding User Accounts
Create Appeals
Downloading and Installing Voice Packs

49. TIDE: Manage Users

50. TIDE: Add Users

51. TIDE: Student Information

52. TIDE: Retrieve Students

53. TIDE: View Retrieved Students

54. TIDE: Student Settings

55. TIDE: Upload Student Settings

56. TIDE: New Accommodation View

57. TIDE: Accommodation Eligibility
In order to be eligible for any embedded or non-embedded accommodation, the IDEA Indicator or 504 Plan field must be set to Yes.

58. TIDE: Student Settings and Tools

59. TIDE: Appeals

60. TIDE: Appeals
Filter tests that are not in the correct status for that particular Appeal Type
Combine multiple appeals in a single appeal request
Support for exporting appeals in a single appeal request
Grace Period Extension is automatic with a Reopen Test appeal

61. TIDE: Rosters

62. TIDE: Ordering Paper Materials
Only Braille and Large Print kits for Smarter Balanced and NGSS Field test
Confirm that the student has the non-embedded accommodation set properly in TIDE.
Districts can start to order paper materials starting February 22, 2018.
Districts can track shipments in TIDE.

63. TIDE: Ordering Paper Materials
Step 1: From the Orders task menu on the TIDE dashboard, select Paper Orders.
Step 2: Search for orders by District or School.
Step 3: Enter the quantity needed for each of the materials needed.

64. TIDE: Participation Reports

65. TIDE: Test Status Code Report

66. Online Testing System Two interfaces: Two sites: Student
Test Administrator
Two sites:
Operational Assessments
Smarter Balanced Interim
Smarter Balanced Summative
Next Generation Science Standards (NGSS) Field Test
Connecticut Alternate Assessment (CTAA)
Practice/Training Tests
Smarter Balanced
NGSS Field Test
CTAA

67. Test Administration (TA) Interface

68. TA Interface: Overview

69. TA Interface: Test Tree

70. TA Interface: Start a Test Session

71. TA Interface: Approve Students

72. TA Interface: Monitoring a Test Session

73. TA Interface: Settings and Tools
Previous Settings and Tools User Interface on TA Interface and everywhere else
Previous status:
List is too long
No organization of list
Inconsistent presentation in different interfaces: TDS TA, TDS Student, TIDE, ITS Web Preview

74. TA Interface: Settings and Tools
New Settings and Tools User Interface on TA Interface and everywhere else
Current status:
Organization reflects logical classification
Use of icons
Group symbols
Help
Similar features are grouped together

75. Student Interface

76. Student Test Selection

77. Student Interface
You are viewing the new, universal shell. This shell is also available on the Practice and Training Tests if you would like to view it. AIR made updates to the interface in order to make it WCAG 2.0 compliant. WCAG2.0 provides recommendations and guidelines for making Web content more accessible.
There are multiple parts of the test page. There is the banner area and the content area.
The banner contains two rows, the test information bar which displays the current question number, test name, student name, help button, and system settings button and the global menu which displays the navigation and global test tool buttons discussed in the previous section.
The content area contains the item and if needed, the stimulus.
The Item section contains the item number, item context menu, item stem, and response area/answer options.
The Stimulus section if present contains the stimulus context menu, expand passage button, and stimulus content.

78. End of Segment
Both the Computer Adaptive Test and the performance tasks are presented in segments. When students reach the end of a test segment, they will receive a warning message asking them to confirm that they want to move on to the next segment. The warning also advises that they cannot return to change their answers in the current segment once they have moved on. Test Administrators should ensure that students understand the outcome of ending the test segment and encourage students to check their answers before moving on.

79. End of Test
After students answer the last item on the test, the red [End Test] button will appear in the Tools Menu, next to the [Pause] button. The top of the screen will also display the following message “The test has been completed and is ready to be submitted.”
To end a test the student must click the red [End Tests button. An “Attention” message will appear, this message is shown the current slide. Click [Yes] to complete the test and continue to the next screen.
After students select [Yes], a new screen will appear and the student will be able to review their answers or if they are done they can submit their test.

80. Video and Sound Check

81. Chromebook Battery Indicator
Shows the battery life and charging state of a battery on Chromebooks while student is taking the test

82. New Accessibility Features
English TTS on Smarter Balanced Spanish tests
Support for UEB
Available on Smarter Balanced practice tests
Available on Smarter Balanced paper tests.
Will be Available on Smarter Balanced summative assessments in 2019
More highlighting colors
Additional colors for various use cases.

83. Equation Editor for Math Items
The math equation editor allows for accessible math input and output and full scoring.
Completely accessible/boasts key components of universal design.
Permits a consistent look and feel across all devices.

84. Equation Editor for Math Items

85. DESMOS Calculators
Currently available on the practice and interim assessments.
Will be available when the summative assessments go live.
Calculators are available on the portal for students to practice.

86. Additional TDS Enhancements
Updated the line reader to work more reliably across different types of content.
Line reader is available as a universal tool for Smarter Balanced.
Line reader is available for CTAA.
The system will allow printing along with embossing when the student is testing on Braille in the event they are vision impaired, but not blind and can use large print.

87. Data Entry Interface (DEI)
The Data Entry Interface is used for the following assessments:
Learner Characteristics Inventory (LCI)
Alternate Science Field Test
Smarter Balanced paper tests (Large Print and braille)
NGSS Field test paper tests (Large Print and braille)

88. Data Entry Interface (DEI)
The DEI can be accessed via the portal under the Smarter Balanced or Alternate Assessment program cards.
Teachers must use the DEI to complete the LCI and Alternate Science.
For students who take the paper Braille and Large Print Smarter Balanced and NGSS Field Test, the teacher must enter the student responses into the DEI.
The DEI does not require the secure browser. Users can access the DEI using most internet browsers (Chrome, Firefox, Internet Explorer, etc.)

89. DEI: Log In Step 1: Log in to the DEI using your TIDE credentials.
Step 2: Enter the student’s first name and SASID in the appropriate fields. Click Sign In.

90. DEI: Navigation
Step 3: Confirm the information is correct for the student.
Step 4: Select the appropriate
task for data entry.

91. DEI: Navigation
Step 5: Select the task and click Next button to proceed to the next page.
Step 6: Review the instructions as needed and click Begin Task Now to begin entering data.

92. DEI: Navigation
Step 7: Respond to the items in the task appropriately for the student.

93. DEI: Navigation Step 8: Once all items are complete, click Finished.
Step 9: To review or edit data, select the item that you wish to review. Once you have verified that the data you have entered is accurate, click I am finished with this task.
Step 10: Click Yes to submit the task.

94. Connecticut Assessment Program Portal
Thank you!
Further Information
Connecticut Assessment Program Portal
Connecticut Help Desk  
American Institutes for Research

95. Special Populations

96. Special Populations Web Sites
Resources- Website- Links
Description
CSDE Comprehensive Assessment Program Portal
Smarter Balanced Assessments
NGSS Field Test for Standard Science
Connecticut Alternate Assessments (CTAA)
NGSS Field Test for Alternate Science (Button will be added)
Unless primary teacher for the student received training in the or school year, all teachers responsible for administering the alternate assessments (the CTAA and NGSS Alternate Science) must participate in CSDE training. They can register here for the online course to meet this obligation.
This online course is available to provide greater understanding regarding the usability tools, designated supports and accommodations for the Smarter Balanced and NGSS Field Test for Standard Science.

98. Special Populations Resources
Resources- Documents-Links
Description
This document is intended to provide guidance for Connecticut school district personnel who must make decisions about testing special student populations on Smarter Balanced, Connecticut NGSS (Standard) Science, Connecticut Alternate Assessments and Connecticut NGSS (Alternate) Science.
PowerPoint presentation on the usability features available for students who will be taking the Smarter Balanced Assessments and Science. This includes a deeper understanding of the tools, designated supports and accommodations available to a variety of students.
This form is intended for Special Education, 504 and EL students taking the Smarter Balanced Test and Connecticut Alternate Science to indicate designated supports, and accommodations. This information is submitted on TIDE.
The Text-to-Speech and Read Aloud 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 completed form should be submitted electronically to the CSDE. The Text-to-Speech and Read Aloud Decision Guidelines   provides guiding questions about determining if a student qualifies to receive this accommodation.

99. Universal Tools: Available to ALL students Designated Supports:
Embedded
Breaks
Calculator (Math)
Digital Notepad
English Glossary^
Expanded Passages/Stimuli
Highlighter
Keyboard Navigation
Line Reader- New
Mark for Review
Math Tools
Strikethrough
Writing Tools
Zoom
Designated Supports:
Available to ANY student with a need determined by educators
Embedded
Color Contrast
Masking
Mouse Pointer- New
Print Size Online
Text-to-Speech- Math & ELA Non-Reading Passages
*Translations-Math (Glossary)
*Translations-Math (Stacked)
*Translation Test Directions(Math, Spanish)
Turn off any universal accessibility tool
Accommodations:
Available to students with an IEP or 504 Plan
Non-Embedded
100s number table- Grades 4-8
Abacus
Alternate Response Options
Braille Booklet
Braille supplemental math booklet for online fixed form test
Calculator- Grades 6-8
Large Print Booklet
Multiplication Table-grades 4-8
# Print on Demand
~ # Read Aloud- (ELA-reading Passages) grades 3-8
~ # Scribe
Sign Language for Test Items (Science)
Speech-to-Text
Embedded
American Sign Language (Video)^
Braille^
Braille Transcript (ELA Listening)^-New
Closed Captioning-(ELA Listening)
Streamline
Text-to-Speech (ELA-reading Passages) Grades 3-8
Non-Embedded
Amplification- New
*Bilingual Dictionary (Science)
Color Contrast
Color Overlay
Magnification Device
*Native Language Reader Directions (Science)
Noise Buffering
Read Aloud
*Read Aloud in Spanish (Math)
Separate Setting
Simplified Test Directions^
*Translation Glossary (Math)
*Translation Test Directions^
Non-Embedded
Breaks
Scratch Paper/ whiteboard with marker
Time Extension (Science)-New
First, let's take a look at Universal Tools. Universal tools are access features of the assessments that are available to ALL students.
These assessment tools are provided digitally through the assessment technology (referred to as embedded).
Universal tools are also available non-digitally at the local level and are referred to as non-embedded. These are tools provided by the school.
Throughout this chart, note the carrot symbol that signifies that the support is not available on the Standard Science Assessment.
Next, let's focus on Designated Supports, which are available for use by any student, including a general education student, for whom the need has been indicated by an adult (or team of adults, or adults and student).
Designated supports can be embedded and need to be turned on prior to a student taking the test online. These supports can also be non-digital (and therefore, non-embedded). As a reminder, these non-embedded supports are provided by the school.
As a special note, some of these designated supports (both embedded and non-embedded) are intended for English learners. These are students whose primary language is not English.
Note the designated supports that are not available on the science assessment.
Finally, let's review the accommodations that are available to students with an IEP or Section 504 plan. You'll note that some of these accommodations are embedded, while others are non-embedded.
Similar to the embedded designated supports, accommodations on the embedded list require that they be turned on prior to testing. Therefore, collecting this information is critical.
Some accommodations have special requirements. For example, the read aloud and scribe (non-embedded) accommodations requires that teachers sign off and follow additional protocols.
Also, certain accommodations under non-embedded (those with a pound sign) require approval through the Petition for Approval of Special Documented Accommodations. This will be covered in more detail later.
^ NOT available for Science
~ Requires Trained Educator
# Requires Petition for Approval of Special Documented Accommodations
^ NOT available for Science
*Intended for English Learners (EL)
^ NOT available for Science

100. Special Accommodations Procedure
Required for:
*Read Aloud of Reading Passages
Scribe
Print on Demand
Human Signer Accommodation
Human Signer Passages Accommodation
Any accommodation not listed that is unique to the student
Special Accommodations Deadline:
Grade January 30, 2018
Grade March 16, 2018
Students may not be tested until the district receives
the response letter from CSDE.
For a small number of students the Universal Accessibility Tools, Designated Supports, and Accommodations may not be enough to meet their accessibility needs for the Smarter Balanced Assessments. The District Test Coordinator for these students may submit a petition to the Connecticut State Department of Education Bureau of Student Assessment to discuss and develop a plan for the assessment.
In addition to these students, specific accommodations also require the petition process to document the need for the specified accommodation.
These are: Read aloud ELA passages grades 3-8, Print on Demand, Scribe and Human Signer/ Human Signer of ELA Reading Passages , any alternative response option/assisstive technology device that the student typically uses that does not work with the smarter balanced platform.
This is the Special Documented Accommodations Procedure for the Smarter Balanced Test. This process always begins with a call from The District Test Coordinator to either Joe Amenta ( ) or Janet Stuck ( ) to discuss the individual student and their needs to access the assessment.
*Read Aloud Grades 3-8 ONLY also requires the submission of the Text-to-Speech and Read Aloud Decision Guidelines

101. Medical Exemption Procedure
Grade 5 & 8
Grade 11

102. Connecticut Alternate Assessment (CTAA)
Connecticut Alternate Assessment System
CT Alternate Science
Connecticut Alternate Assessment (CTAA)
Eligible Students
Special Education Students with Significant Cognitive Disabilities
Grades
5, 8, 11
3-8 and 11
Test Subject Areas
Science
Earth
Life
Physical
English language arts
Reading
Writing
Mathematics
Test Delivery Method
CSDE Trained teacher assesses student with performance tasks based upon CT Alternate Science Assessment Essence statements
CSDE Trained teacher administers individually the grade specific items via the online testing system using the CTAA Directions for Test Administration
Test Window
Field test to be administered upon release with final ratings submitted into the Data Entry Interface (DEI)
Upload window:
April 30-May 25, 2018
Administered with required secure Directions for Test Administration (DTAs) during the testing window
March 26- May 25, 2018
Security
Non-secure
Secure

103. Alternate Assessment System Training Requirements
Passing score for CSDE provided CTAA and Alternate Science online training in , , or (online training closes on March 12, 2018) or
Passing Score for CSDE provided CTAA and Alternate Science live training in , , or
and
CTAA Assessment System User Guide
CTAA Test Administration Manual
The online training closes on March 12, All teacher must be trained in order to submit the Learner Characteristics Inventory (LCI) and to administer any alternate assessment. Teachers Administering the Alternate (TEAs) are intricately involved in all aspects of the selection and supervision of the Connecticut Alternate Assessment and the Alternate Science. The Connecticut Alternate Assessment System Training requirements provide for high quality standardized administration ensuring appropriate interpretations for results about what students with significant cognitive disabilities know and can do.
Once this training is complete, you will be able to administer this assessment for the next three years.
If you completed and passed this course during the or school year, you are not required to take it this year. However, it is critical to review the Connecticut Alternate Assessment (CTAA) User Guide and the CTAA Test Administration Manual for updates.

104. Alternate Assessment Trained Teachers List1 2
Only the DA user role has access to the trained Reacher list. The list is updated weekly on Friday. In Tide go to Planning and Preparing for Testing. Select Users. From the drop down menu select View/Edit/Export User. Above the teal colored line select more information. Select Trained Teacher Spreadsheet. The list is organized by district. Teachers in read need to participate in training by March 12 to be able to submit the LCI or administer the alternate assessments. 3
Only DA accounts have access to this list.

105. Eligibility and Learner Characteristics Inventory (LCI)
LCI Submission Deadline:
Grade January 19, 2018
Grades March 16, 2018
The CTAA and the Connecticut Alternate Science are designed specifically for students with significant cognitive disabilities in grades 3-8 and 11. The CTAA and CT Alternate Science Eligibility and Learner Characteristics Inventory (LCI) document has been developed to describe the range of the characteristics of learners who participate in alternate assessments and to describe the extent to which patterns of those characteristics emerge across states. This document is required to register students for the CTAA and the CT Alternate Science. It may be obtained on the CSDE Comprehensive Assessment Program Portal. It must be submitted in the Data Entry interface (DEI) on the CSDE Comprehensive Assessment Program Portal to register a student to take the CTAA, or Ct Alternate Science. You may click on this image to download the LCI.
Special Education students eligible for the Connecticut Alternate Assessment and the Alternate Science must meet all of these criteria as covered in training:
The student has a significant cognitive disability
The student is learning content linked to (derived from) the Connecticut Core State Standards (CCSS) and the Next Generation Science Standards
The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade –and- age appropriate curricula.
These students should represent 1% or less of the total tested population.
2011 Connecticut Assessment Forum

106. Student Participation Criteria
Students who have been determined eligible by the Planning and Placement Team (PPT) for participation in Connecticut's Alternate Assessment System are eligible to participate in the CTAA and the CT Alternate Science.
The criteria for student participation in the Alternate Assessment reflect the pervasive nature of a significant cognitive disability. All content areas should be considered when determining who should participate in this assessment.
Students are considered
eligible to participate in the
CTAA and the Alternate Science if
all 3 criteria requirements
can be affirmed based
on evidence shared.
Special education students with an active IEP are considered eligible to participate in the CTAA and CT Alternate Science if at the Planning and Placement Team (PPT) meeting each of the 3 required criteria can be responded to in the affirmative. If one or more required criteria is not indicated as yes then the student is expected to participate in the standard assessments.

107. Connecticut Alternate Science
Students in Grades 5, 8 and 11 are expected to participate
CSDE will be field testing the Connecticut Next Generation Science Standards (NGSS) assessments for standard science and alternate science this spring.
The Connecticut Alternate Science Assessment Committee is comprised of Connecticut educators with knowledge of NGSS and/or experience with students with disabilities, particularly those with significant cognitive disabilities, collaborated on the design and expectations for the Alternate Science Assessment.
This CT Alternate Science will replace the Connecticut Mastery Test (CMT)/ Connecticut Academic Performance Test (CAPT) Skills Checklist Science.
Similar to our legacy alternate assessment for Science, CSDE trained teachers rate their student’s performance and upload the
results into the Data Entry Interface (DEI) during the Connecticut Alternate
Science Assessment upload window
April 30, 2018, to May 25, 2018.
For grades 5, 8 and 10, students with significant cognitive disabilities will be assessed in Science using Alternate Science. Science is assessed in these grades in the general assessment therefore we must also provide an alternate Science assessment for eligible students in these grades.

108. Connecticut Alternate Science Training
A webinar will be conducted for District Administrators on February 16, 2018 to share specifics of the new CT Alternate Science Assessment.
As described in the Alternate Assessment System Training, an opportunity for updated alternate science test administration information will be communicated to trained teachers.

109. Alternate Assessment Websites & Resources
Description
This web page provides access to communications, documents and resources related to Connecticut’s Alternate Assessment System.
This portal provides access to the alternate assessment card which provides testing applications and resources.
Entering the Learner Characteristics Inventory
Uploading the CT Alternate Science ratings into the Data Entry interface.
Accessing the Connecticut Alternate Assessment
Ancillary Testing Documents
Instructional supports
Performance level descriptors
Accounts are created for trained teachers as the Teacher Administering the Alternate role. (TEA)
This website provides information and resources about the National Center and State Collaborative (NCSC). NCSC is the consortium Connecticut worked with to develop the Connecticut Alternate Assessment for English language arts and math for our students with significant cognitive disabilities.
The National Center and State Collaborative (NCSC) shared goal was to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. This wiki and the materials hosted here help educators meet goals by supporting instruction aligned to the Connecticut Core Standards (CCSS).

110. CTAA Assessment Documents
Purpose
User
CTAA Test Administration Manual (TAM)
Provides policies and procedures for TEAs and DCs/SCs to prepare for the administration of the Test.
TEAs and DC/SCs
Directions for Test Administration (DTA)
Note: The DTAs are secure documents and can be found in TIDE
Each test form has a specific DTA that provides directions and a script to administer each item of the Test. TEAs must follow these directions and script exactly. DTAs include the allowable manipulatives and reference materials for specific items, and scoring rubrics for constructed-response mathematics items and the open-response foundational reading items in Grades 3 and 4.
TEAs
CTAA System User Guide
Provides information to access and navigate the Online Test Delivery System for purposes related to assessing students.
TEAs and DCs/SCs
CTAA Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test Administration
Includes tasks to complete before, during, and after the assessment; strategies to enhance access to the CTAA; and appendices with information for accessing the Open-Response (OR) Foundational Reading Items in Grades 3 and 4 and additional resources for TEAs working with students who are Blind, Deaf or Deaf-Blind.
TEAs assessing a student who is Blind, Deaf, or Deaf-Blind.
To complete the CTAA Teachers Administering the Alternate Assessments (TEAs) and District Test Coordinators (DAs) will need to become very familiar with the documents indicated here.
CTAA Test Administration Manual (TAM) guides Teachers Administering Alternate Assessments (TEAs) Test Administrators and Test Coordinators as they prepare for and administer the CTAA. The TAM provides an overview of the test, activities, descriptions of roles and responsibilities for individuals involved in the administration, guidelines for student involvement, and requirements to ensure appropriate testing practices.
The Directions for Test Administration (DTA) is a secure document required to administer the test. It provides Teachers Administering Alternate Assessments (TEAs) a script, directions, required manipulatives and reference materials to administer each item of the CTAA.
The CTAA System User Guide provides information on how to access and navigate the online CTAA Test Delivery System.
The Assessing Students who are Blind, Deaf or Deaf-Blind: Additional Directions for Test Administration provides additional guidance for assessing students who are Blind, Deaf or Deaf-Blind.

111. Secure Alternate Assessment Materials
The required Connecticut Alternate Assessment (CTAA) Directions for Test Administration (DTAs) are secure testing materials and may only be accessed ONLY by users with a DA or TEA role in the Test Information Distribution Engine (TIDE). These grade-specific DTAs are required for test administration.
Additionally secure PDFs of each grade and subject CTAA is available as an accommodation particularly for students who require the use of an eye gaze bboard or other communication supports.

112. CTAA Designed for Students with Significant Cognitive Disabilities
All items, passages and response options are read to the student
Emphasis on Communicative Competence
Test Design Includes
Attention to text complexity
Embedded supports in each item
Planned use of assistive technology
Supporting documents for Blind, Deaf or Deaf-Blind

113. CTAA Format Online 1: 1 testing Mathematics English language arts
Reading
Writing
Selected Response
Constructed Response in Mathematics selected grades
Open Response grades 3 and 4 only for Foundational Reading items

114. Accommodations for Alternate Assessments
Location
Description
IEP page 8
Accommodations needed for instruction and assessment should be defined
CTAA and Alternate Science Eligibility and Learner Characteristics Inventory
Specific accommodations questions are collected
Technology for Presentation and/or Response
Braille
Paper Version of Item
Sign Language
Scribe
Read Aloud (assessment feature)

115. Early Stopping Rule Procedures
Student Does Not Display Consistent Observable Response During the Student Response Check (SRC)
TEA has administered the First 4 items in ELA or Mathematics
No observable student response was evident for any of the first 4 items in either ELA or Mathematics
The TEA has not continued to administer additional items. Student Interface is Paused.
Contact CSDE
Janet Stuck or
Joseph Amenta
Provide student specific information as requested and the TEA will be provided guidance for next steps in the test administration process.
The Early Stopping Rule has been incorporated into the CTAA (and Alternate Science) in recognition that a very small percentage of our students with significant cognitive disabilities have not yet developed communicative competence. A communication system is necessary for students to gain and demonstrate knowledge. Therefore if upon completing the Student Response Check (SRC) in which the student does not demonstrate an observable response, TEAs may initiate procedures for the Early Stopping Rule. CSDE representatives will gather specific data to support evidence that the student’s test administration may be stopped or will provide guidance about continuing the test. This policy is being updated to provide specific guidance for the Alternate Science.

116. Thank You!