Connecticut Alternate
Assessment (CTAA)
Test Administration Manual
English Language Arts/Literacy and
Mathematics
2015–2016
Published March 31, 2016
This document has been adapted from: National Center and State Collaborative (2015).
National Center and State Collaborative Alternate Assessment Based on Alternate Achievement
Standards Test Administration Manual. Minneapolis, MN: University of Minnesota, National
Center and State Collaborative.
CTAA Test Administration Manual
The Connecticut Alternate Assessment (CTAA) was developed with the National Center and
State Collaborative (NCSC) applying the lessons learned from the past decade of research on
alternate assessments based on alternate achievement standards (AA-AAS) to develop a multistate comprehensive assessment system for students with significant cognitive disabilities. This
test administration manual is adapted from the NCSC original.
The NCSC’s work was supported by a grant from the U.S. Department of Education, Office of
Special Education (H373X100002 Project officer, Susan.Weigert@ed.gov) was a collaborative of
24 states (13 core and 11 Tier II states) and five organizations. The NCSC core partner states
included: Arizona, Connecticut, District of Columbia, Florida, Indiana, Louisiana, Pacific
Assessment Consortium (PAC-6) 1, Pennsylvania, Rhode Island, South Carolina, South Dakota,
Tennessee, and Wyoming. As of February 2013 the NCSC Tier II affiliated states include
Arkansas, California, Delaware, Idaho, Maine, Maryland, Montana, New Mexico, New York,
Oregon, and U.S. Virgin Islands.
The five NCSC partner organizations included: National Center on Educational Outcomes
(NCEO) at the University of Minnesota, National Center for the Improvement of Educational
Assessment (Center for Assessment), University of North Carolina at Charlotte, University of
Kentucky, and edCount, LLC.
1
The Pacific Assessment Consortium (including the entities of American Samoa, Commonwealth of the
Northern Mariana Islands, Federated States of Micronesia, Guam, Republic of Palau, and Republic of the
Marshall Islands) partner with CTAA as one state, led by the University of Guam Center for Excellence in
Developmental Disabilities Education, Research, and Service (CEDDERS).
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CTAA Test Administration Manual
Table of Contents
CTAA Resources and Technical Support ................................................................... 1
Overview of the Test Administration Manual .............................................................. 2
Terms and Acronyms................................................................................................... 2
Section I. Overview of the CTAA .................................................................................. 4
I.I Background and Purpose ........................................................................................ 4
I.II Overview of the CTAA ............................................................................................ 4
Section II. Responsibilities of Teacher Test Administrators and Test
Coordinators ................................................................................................................ 10
II.I Teacher Test Administrator (TE) Responsibilities ................................................. 10
II.II Test Coordinator (SC/DC) Responsibilities.......................................................... 12
II.III CTAA Participation ............................................................................................. 13
II.IV Testing Conditions .............................................................................................. 14
Section III. Testing Integrity, Appropriate and Inappropriate Test Practices.......... 21
Section IV. Administration of the Test....................................................................... 26
VI.I Before Testing ..................................................................................................... 26
VI.II Setting the ELA Form in TIDE (Grades 3 & 4 ONLY) ......................................... 27
VI.III Conducting the Student Response Check (SRC) .............................................. 28
VI.IV After Testing ..................................................................................................... 34
Appendix A. State Specific Information .................................................................... 35
Appendix B. Crosswalk of First 4 Items for the SRC ............................................... 36
Appendix C. CTAA Non-Embedded Scribe Accessibility Feature: Protocols
for All Selected-Response and Mathematics Constructed Response Items .......... 38
Appendix D. CTAA Augmentative and Alternative Communication
Guidelines .................................................................................................................... 40
Appendix E. Change Log ............................................................................................ 38
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CTAA Test Administration Manual
Table of Tables
Table 1. CTAA Terms and Acronyms .............................................................................. 2
Table 2. Overview of CTAA ............................................................................................. 4
Table 3. CTAA ELA Segments ........................................................................................ 6
Table 4. CTAA Mathematics Segments .......................................................................... 6
Table 5. Administration of Open Response Items by Student Characteristics ................ 8
Table 6. CTAA Resources ............................................................................................... 9
Table 7. Responsibilities for Teacher Test Administrators ............................................ 10
Table 8. Responsibilities for Test Coordinators ............................................................. 12
Table 9. Participation Criteria ........................................................................................ 13
Table 10. Optimal Testing Conditions ........................................................................... 14
Table 11. CTAA Embedded Accessibility Features ....................................................... 17
Table 12. CTAA Non-Embedded Accessibility Features ............................................... 18
Table 13. Examples of Testing Improprieties ................................................................ 24
Table 14. CTAA Teacher Test Administrator Tasks ...................................................... 26
Table 15. First Item Response ...................................................................................... 28
Table 16. Implications of SRC ....................................................................................... 32
Table 17. Early Stopping Rule Procedures ................................................................... 33
Table 18. ELA Required Items for SRC Confirmation ................................................... 36
Table 19. Math Required Items for SRC Confirmation .................................................. 37
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CTAA Test Administration Manual
CTAA Resources and Technical Support
Connecticut Comprehensive Assessment Program Portal
http://CT.portal.airast.org
This website is the home page for all CTAA administration information.
Connecticut Comprehensive Assessment Program Help Desk
1-844-202-7583 | CTHelpDesk@air.org
The Help Desk is open Monday–Friday 7:00 a.m. to 4:00 p.m. outside of the summative testing
window and Monday–Friday 7:00 a.m. to 7:00 p.m. during summative testing.
Examples of topics related to the Online Testing System:
 User accounts
 Accessing tests assigned to a student
 Incorrect or missing student information
 Access to the Online Testing System supporting resources
Examples of topics related to test administration:
 Scoring procedures for constructed-response items
 Recording student responses into the Online Testing System
 Clarifying requirements of various item types
 Locating necessary test administration documents
 Describing how to access assessment features or accommodations
When contacting the Help Desk, please be prepared to provide as much detail as possible about
the issue and the system on which it occurred. Include the following:
 Your contact information (name; administrative role, district, and school; e-mail
address, phone)
 Student name, and 10-digit State Assigned Student Identification (SASID) number
 Any error messages that appeared
 Operating system and browser information
 Information about network configuration
Please contact Janet Stuck at the CSDE Assessment Office (860-713-6860 | Janet.Stuck@ct.gov)
for other assistance not listed above (see Appendix A).
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CTAA Test Administration Manual
Overview of the Test Administration Manual
The purpose of the Test Administration Manual (TAM) is to guide Teacher Test Administrators
(TE) and District/School Test Coordinators (DC/SC) to prepare for and administer the
Connecticut Alternate Assessment (CTAA) to eligible students with significant cognitive
disabilities in their school or district.
The TAM contains the following sections:

Section I: Overview of the CTAA

Section II: Responsibilities of Teacher Test Administrators and Test Coordinators

Section III: Testing Integrity, Appropriate and Inappropriate Test Practices

Section IV: Administration of the Test
Terms and Acronyms
Table 1 provides a summary of terms with the associated acronyms used frequently in the TAM
and other documents needed for test administration.
Table 1. CTAA Terms and Acronyms
Term
Acronym
Assistive Technology
AT
Augmentative and Alternative Communication
AAC
Connecticut Core State Standards
CCSS
Constructed-Response
CR
Directions for Test Administration
DTA
District Test Coordinator
DC
English Language Arts/Literacy
ELA
Individualized Education Program
IEP
CTAA and CMT/CAPT Skills Checklists Science Eligibility & Learner
Characteristics Inventory
LCI
National Center and State Collaborative
NCSC
Connecticut Alternate Assessment Based on Alternate Achievement
Standards
CTAA AA-AAS
Open-Response
OR
School Test Coordinator
SC
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CTAA Test Administration Manual
Term
Acronym
Selected-Response
SR
State Assigned Student Identification Number
SASID
Student Response Check
SRC
Test Administration Manual
TAM
Teacher Test Administrator
TE
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CTAA Test Administration Manual
Section I. Overview of the CTAA
I.I Background and Purpose
The CTAA has been developed to ensure that all students with significant cognitive disabilities
are able to participate in an assessment that is a measure of what they know and can do in
relation to the grade-level Connecticut Core State Standards (CCSS). The CTAA is one
component of a system of curriculum, instruction, and professional development that allows
students with the most significant cognitive disabilities to access grade-level content aligned to
the CCSS.
The long term goal is to ensure that students with the most significant cognitive disabilities
achieve increasingly higher academic outcomes and leave high school capable of pursuing postsecondary options. A well designed summative assessment alone is insufficient to achieve this
goal.
The CTAA is designed to meet the requirements of the Elementary and Secondary Education
Act (ESEA) and Individuals with Disabilities Education Act (IDEA). These laws mandate that all
students participate in assessments that measure student achievement on grade-level content
standards.
For the purposes of this manual, the CTAA will be referred to as “Test.”
I.II Overview of the CTAA
The Test provides eligible students with significant cognitive disabilities in Grades 3–8 and 11
the opportunity to demonstrate what they know in English language arts/literacy (ELA) for
reading and writing, and mathematics. An overview of the Test is summarized in Table 2.
Table 2. Overview of CTAA
Tested Content Areas
English Language Arts

Reading

Writing
Mathematics
Test Content
Alignment
Aligned to Connecticut Core State Standards and Core Content
Connectors
Test Delivery Method
TEs provide a one-to-one test administration using the online test
platform and Directions for Test Administration (DTA) for grade
specific item presentation and response collection. All passages,
items, and response options are designed to be read to the student
by the text-to-speech tool or the TE.
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CTAA Test Administration Manual
Security
All items, passages, response options, DTA, and all associated test
administration materials are secure.
Test Window
April 18 – June 10, 2016
Training
All Teacher Test Administrators must participate and pass the
CSDE CTAA & CMT/CAPT Skills Checklist Science Training
provided in 2014-15 or 2015-16
Testing Time per
Student
Testing time will vary for each student. Testing may be paused and
resumed, based on the needs of the student.
Embedded
Accessibility Features
Color contrast
Highlighter
Line Reader Tool
Magnification
Mark for Review
Masking
Print-On-Demand
Strikethrough
Text-to-Speech
Volume Control
Zoom
Non-Embedded
Accessibility Features
Assistive Technology (AT) for viewing, responding, or interacting with
test items
Augmentative and Alternative Communication Device
Read Aloud
Scribe
Sign Language
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CTAA Test Administration Manual
Description of CTAA Test Segments
Table 3. CTAA ELA Segments
CTAA ELA Test Segments
Segment 1: Reading
Segment 2: Reading
Segment 3: Writing
Literary and informational
reading passages and
associated SelectedResponse Reading items
Literary and informational
reading passages and
associated SelectedResponse Reading items
Selected-Response
Writing items
Open-Response
Foundational Reading items
(Grades 3 and 4 only)
Open-Response
Foundational Reading items
(Grades 3 and 4 only)
Table 4. CTAA Mathematics Segments
CTAA Mathematics Test
Mathematics Segment 1
Mathematics Segment 2
Selected-Response Mathematics items
Constructed-Response Mathematics items
Selected-Response Mathematics items
Constructed-Response Mathematics items
Completion items in selected grades
Completion items in selected grades
Pausing and Resuming Administration of the Test
If a student exhibits frustration, lack of engagement, refusal to participate, or becomes sick
during the administration of the Test, pause the test by clicking on the pause button at the top
of the student interface within the Online Testing System, and take a break. A break may
consist of a few minutes to a few days, depending on the student’s needs. Student responses
will automatically be saved. Resume administration of the test at an appropriate time for the
student. The TE may pause and resume the administration of the Test as often as necessary
during the test window, based on a student’s needs.
The TE MAY NOT submit or end a test because the student shows frustration,
behavior concerns, or is not engaged in the test.
Refer to the CTAA Assessment System User Guide for directions to pause and resume a test. The
User Guide is available on the Connecticut Comprehensive Assessment Program Portal
(http://ct.portal.airast.org).
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CTAA Test Administration Manual
Description of CTAA Item Types
Selected-Response: Reading, Writing, Mathematics
Selected-Response (SR) items (multiple choice) are presented to students in a standard format.
All directions and materials needed for administering selected-response items are in the secure
Directions for Test Administration (DTA) that accompanies each grade level test form. Every
item is presented in the following order:



Item stimulus (which may include a passage, passage part, picture, graphic, or other
illustration);
Item question; and
Answer options presented in stacked, or vertical, formation.
Students select a response from the options and may do so in a variety of ways (e.g., using the
computer mouse, verbalizing, gesturing, using eye gaze or communication devices, assistive
technology, etc.). TEs or the student enters responses into the Online Testing System. If the
student is using a scribe, the scribe enters the student-selected response on behalf of the
student. Refer to Appendix C: CTAA Non-Embedded Scribe Accessibility Feature: Protocols for
All Selected-Response and Mathematics Constructed Response Items.
Constructed-Response: Mathematics Completion
The Constructed-Response (CR) items, in selected grades for mathematics, require students to
develop an answer instead of selecting an answer from response options. CR items are
presented as novel tasks using materials and content presented in an on-demand test format.
Each item is presented to the student in a standardized, scripted sequence of steps culminating
with the TE scoring the student performance using the Mathematics Scoring Rubrics. The
Mathematics Scoring Rubrics provide scoring standards that must be used to evaluate student
responses. Directions and materials needed for administering mathematics CR items are
included in the secure Directions for Test Administration (DTA) that accompany each
mathematics test form. The TE enters the student CR score into the Online Testing System.
Open-Response: Foundational Reading (Grades 3 and 4 only)
Open-Response (OR) Foundational Reading items are included in the Reading Test in Grades 3
and 4 only. These items are word identification tasks. Students identify three to five words as
each item is presented. The TE enters the student’s scores into the Online Testing System.
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CTAA Test Administration Manual
Table 5. Administration of Open Response Items by Student Characteristics
Student Communication Characteristics
Type of Administration
Students With Clear Consistent Oral Speech
Administer the Open Response (OR)
Foundational Reading Items
Students using Braille contact the
Connecticut Help Desk to order the items in
Braille
Contact the Help Desk to order the items in
Braille
Students using Communication Other Than
Oral Speech (Augmentative and Alternative
Communication (AAC) devices, American
Sign Language, braille or eye gaze, etc.)
Administer the Selected Response (SR)
Foundational Reading Items included in the
reading test.
See Assessing Students Who are Blind ,
Deaf or Deaf-Blind Additional Guidance for
Test Administration
Verbal and Non-Verbal Test Forms (Grades 3 and 4 Only)
Verbal and Non-Verbal test forms are offered for the CTAA ELA tests in grades 3 and 4. These
forms must be assigned to the student in TIDE prior to testing (see VI.II Setting the ELA Form in
TIDE (Grades 3 & 4 ONLY)). Students who do not respond with oral speech, are Blind, Deaf or
Deaf- Blind, or use AAC should select the Non-Verbal Form. TEs should administer the
appropriate form for each student.
ALL Grade 3 and 4 students must have a form assignment in TIDE to be eligible for
the ELA test. If you do not see a selectable ELA test for your student, please verify a
verbal or non-verbal ELA form has been assigned in TIDE.
CTAA Practice Test
TEs and students will have access to sample items for both reading and mathematics prior to
the beginning of the test window. The items allow the TE and student to engage with and
become familiar with the online item presentation and test any assistive technology required.
Practice tests are located on the Connecticut Comprehensive Assessment Program Portal
(http://ct.portal.airast.org).
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CTAA Test Administration Manual
Documents Needed for Test Administration
Documents listed in Table 6 can be found on the Connecticut Comprehensive Assessment
Program Portal (http://ct.portal.airast.org). The Directions for Test Administration (DTA) are
secure materials and must be downloaded from the Test Information Distribution Engine
(TIDE).
Table 6. CTAA Resources
Documents
Purpose
CTAA Test Administration
Manual (TAM)
Provides policies and procedures for TEs and
DCs/SCs to prepare for the administration of the
Test.
TEs and
DC/SCs
Directions for Test
Administration (DTA)
Each test form has a specific DTA that provides
directions and a script to administer each item of
the Test. TEs 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.
TEs
CTAA Assessment System
User Guide
Provides information to access and navigate the
Online Testing System for purposes related to
assessing students.
TEs and
DCs/SCs
Assessing Students Who
Are Blind, Deaf, or DeafBlind: 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 TEs working
with students who are Blind, Deaf or Deaf-Blind.
TEs
assessing a
student who
is Blind,
Deaf, or
Deaf-Blind.
Note: The DTAs are
secure documents and
can be found in TIDE
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User
CTAA Test Administration Manual
Section II. Responsibilities of Teacher Test
Administrators and Test Coordinators
The Teacher Test Administrator (TE) and District/School Test Coordinators (DCs/SCs)
participating in the administration of the CTAA Test have assigned responsibilities.
II.I Teacher Test Administrator (TE) Responsibilities
Who Can Be a TE?
• A certified and licensed educator familiar with the student, typically the student’s teacher,
who has completed the required CSDE CTAA & CMT/CAPT Skills Checklist Science training
with at least an 80% accuracy score may administer the Test.
• If a student’s teacher has a long-term substitute who is a certified and licensed educator,
has completed the required CSDE CTAA & CMT/CAPT Skills Checklist Science training with at
least an 80% accuracy score then the long-term substitute may administer the Test.
Table 7. Responsibilities for Teacher Test Administrators
Before Test Administration
CSDE CTAA & CMT/CAPT Skills Checklist Science training with at least an 80% accuracy
score.
Submit the CTAA and CMT/CAPT Skills Checklists Science Eligibility & Learner
Characteristics Inventory (LCI) into the Data Entry Interface.
Access the CTAA practice test to familiarize student with the Online Testing System,
accessibility features and confirm compatibility of Assistive Technology and AAC devices.
Complete the Student Response Check (SRC), for each student.
Review sections Testing Conditions and CTAA Accessibility Features of the TAM, to make
appropriate testing arrangements for students.
Ensure the student is taking the appropriate grade-level test.
Grade 3 & 4 Only: Set appropriate form for the student in TIDE.
Review the Directions for Test Administration (DTA):
Download or use a separate computer to access the DTA for the appropriate grade, subject
area and student; and
Read the DTA; prepare and organize materials and print the reference sheets as specified in
the DTA.
During Test Administration
Implement the DTA as written and complete test administration by June 10, 2016.
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CTAA Test Administration Manual
Provide optimal testing conditions including embedded and non-embedded accessibility
features as needed
Report technology concerns to the DC/SC or Connecticut Comprehensive Assessment
Program Help Desk.
Maintain test security by ensuring all test materials are in a secure and locked location when
not testing.
Report inappropriate test practices to the DC/SC.
After Test Administration
Report any inappropriate test practices and suspected irregularities to the DC/SC
Give all printed copies of the test, DTAs, scoring rubrics, student login information, scratch
paper, student work, etc., to the DC/SC for secure shredding.
Remove any secure materials from computers and Assistive Technology.
Contact the CSDE Assessment Office or Connecticut Comprehensive Assessment Program Help
Desk as needed.
CTAA Test Administration Training Requirements for All Teacher Test
Administrators
To ensure that the Test is administered in a standardized manner, TEs must complete the CSDE
CTAA & CMT/CAPT Skills Checklist Science training with at least an 80% accuracy score. Any
teacher who has the primary responsibility for assessing students in Grades 3 – 8 and 11 on the
CTAA and/or the CMT/CAPT Skills Checklist Science for students in Grades 5, 8 and 10 are
required to participate in training provided both, online and live by the CSDE. The training
topics include topics such as the training requirements and responsibilities of the teacher test
administrator, an overview of the CTAA, optimal testing conditions, testing procedures, and
subject specific topics and samples.
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CTAA Test Administration Manual
II.II Test Coordinator (SC/DC) Responsibilities
In general, the District Test Coordinator (DC) provides oversight of the Test at the district level.
The School Test Coordinator (SC) works within the school building to ensure that the Test is
administered as intended and that the TEs and students have the support needed for a
successful administration. In some schools and districts, the DC and the SC may share the duties
or even be the same person.
Regardless of the number of individuals who perform the duties, the responsibilities of each
role must be completed. Essential tasks that are required before, during, and after
administration of the Test are outlined in Table 8.
Table 8. Responsibilities for Test Coordinators
BEFORE TEST ADMINISTRATION
The DC should attend the annual District Test Coordinator meeting provided by the CSDE
Student Assessment Office.
Ensure TEs and DCs have received the required CSDE training and can access the online
CTAA Assessment System with a username and password you have created.
Ensure each CTAA and CMT/CAPT Skills Checklists Science Eligibility & Learner
Characteristics Inventory (LCI) has been submitted for the appropriate students.
Communicate all information to TEs about the CTAA received from CSDE.
Ensure technological capacity is met. Work with district/school IT personnel to ensure that the
online CTAA Assessment System is accessible and functioning on every computer that is
used for testing.
Support TEs to develop a testing schedule so that all tests will be submitted within the test
window.
DURING TEST ADMINISTRATION
Monitor to ensure implementation of appropriate test practices and appropriate student
participation so that Test administration is completed by June 10, 2016.
Ensure students and TEs have the materials and resources needed to administer the Test.
Maintain test security by ensuring all test materials are in a secure and locked location when
not testing.
Report inappropriate test practices to CSDE Student Assessment Office.
AFTER TEST ADMINISTRATION
Investigate and report any inappropriate test practices and suspected irregularities to the
CSDE Student Assessment Office (Appendix A).
Securely shred printed copies of the test, DTAs, scoring rubrics, and ensure all secure
materials are removed from computers and assistive technology.
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CTAA Test Administration Manual
Contact CSDE Assessment Office or Connecticut Comprehensive Assessment Program Help Desk
as needed.
II.III CTAA Participation
Student Participation Criteria
Students who have been determined eligible by their Planning and Placement Team (PPT) for
participation in the CTAA are eligible to participate in the Connecticut Alternate Assessment for
Language Arts/Literacy and Mathematics.
The criteria for student participation in the CTAA reflect the pervasive nature of a significant
cognitive disability. All content areas should be considered when determining who should
participate in this assessment. These criteria are included in the CTAA and CMT/CAPT Skills
Checklist Science Eligibility & Learner Characteristics Inventory (LCI). The student is eligible to
participate in the CTAA and the CMT/CAPT Skills Checklist Science if the response to all three
criteria components is “Yes.”
Table 9 shows the participation criteria and the descriptors used to determine eligibility for
participation for each student.
Table 9. Participation Criteria
Participation Criteria
Participation Criteria Descriptors
1. The student has a significant
cognitive disability.
Review of student records indicate a disability or
multiple disabilities that significantly impact intellectual
functioning and adaptive behavior.*
*Adaptive behavior is defined as essential for
someone to live independently and to function safely
in daily life.
2. The student is learning content
linked to (derived from) the
Connecticut Core State Standards
(CCSS) and the Connecticut Science
Curriculum Framework (CSCF).
Goals and instruction listed in the IEP for this student
are linked to the enrolled grade-level CCSS and
CSCF which address knowledge and skills that are
appropriate and challenging for this student.
3. The student requires extensive
direct individualized instruction and
substantial supports to achieve
measureable gains in the grade- and
age-appropriate curriculum.
The student (a) requires extensive, repeated,
individualized instruction and support that is not of a
temporary or transient nature, and (b) uses
substantially adapted materials and individualized
methods of accessing information in alternative ways
to acquire, maintain, generalize, demonstrate, and
transfer skills across multiple settings.
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CTAA Test Administration Manual
Parent/Guardian Involvement
Parents/guardians are partners in the PPT meeting to develop the individualized education
program (IEP) and are engaged in the assessment participation decisions. Thus, they need to
receive accurate information about the CTAA. A resource library for parents about relevant
topics related to the CTAA is available at: http://www.ncscpartners.org/resources.
This resource library, as well as additional information provided through the Student Assessment
webpage should be made available to parents well before the assessment participation
decisions are made each year.
II.IV Testing Conditions
TEs must provide each student an appropriate testing environment during every testing session.
TEs can ensure an appropriate testing environment by providing:
1. Optimal testing conditions for every student
2. Accessibility features that are appropriate for individual students
3. Accommodations defined in the student’s IEP that are consistent with testing policies
4. Supports found in Assessing Students Who Are Blind, Deaf or Deaf-Blind: Additional
Guidance for Test Administration
Optimal testing conditions, appropriate accessibility features, the accommodations defined in
student’s IEP that are consistent with CTAA policies and the using supports suggested in
Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test
Administration allow student access to the Test so that they may demonstrate their knowledge.
Each of these is discussed in detail below. Implementation of these practices must be planned
for prior to testing the student.
Optimal Testing Conditions
Optimal testing conditions must be provided for every student before and during the test
administration as outlined in Table 10.
Table 10. Optimal Testing Conditions
Before Administering the Test
Document that the student has an observable way to communicate his/her response to the
items by completing the Student Response Check. Refer to Conducting the Student
Response Check (SRC).
Review the Accessibility Features and prepare for use as appropriate for individual students.
Identify the accommodations defined in the student’s IEP that are consistent with Connecticut
policies and prepare for implementation during testing.
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CTAA Test Administration Manual
Before Administering the Test
Make sure that the computer, any AAC and/or assistive technology device a student may use
to interact with the test items meet the minimum requirements, located in the CTAA
Assessment System User Guide, and are in working order, are available for testing, and are
compatible with the Online Testing System.
Log on to the Online Testing System before testing to ensure that the computer, login
information, and the Accessibility Features are working as intended.
Review the sample items in the Online Testing System Practice Test with the student and
practice using appropriate Accessibility Features and accommodations defined in the
student’s IEP that are consistent with Connecticut policies.
Read the DTA for the grade and subject specific test assigned to the student, organize all the
test materials according to the DTA and print a copy of any reference sheets or stimulus
materials.
Arrange to administer the Test in a familiar setting that is free of noise and distractions.
Develop a schedule to administer the Test during the best time of day for the student;
consider time needed for breaks for the student.
During Test Administration
Manage testing materials and the assistive technology required by the student in accordance
with directions provided in the DTA.
Provide scratch paper for students to make notes or solve math items. All scratch paper must
be submitted to the DC for secure shredding.
Pause the test administration and resume at a later time or another day as indicated by
student needs. The Test may be administered over multiple days but must be completed by
June 10, 2016.
Provide appropriate student positioning, access appropriate accessibility features, and
provide the accommodations in the student’s IEP that are consistent with Connecticut policies.
Provide encouragement to support student engagement and focus. TEs may use phrases that
do not indicate either the correct or incorrect response. Examples of acceptable encouraging
phrases include:
“I like the way you are listening and following directions.”
“Only one more to go!”
“Just five minutes until a break!”
“Keep working!”
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CTAA Test Administration Manual
CTAA Accessibility Features
Accessibility Features support student access to the Test. Accessibility Features are either
embedded in the Online Testing System or are Non-Embedded and are provided by the TE.
Accessibility Features may be enabled by the student or TE at the time of testing. The Test is
designed to have all passages, items and response options read to the student, either by the
Text to Speech feature or using the Non-Embedded Read Aloud feature in which the TE reads
all passages, items and response options to the student. Refer to the CTAA Assessment
System User Guide for descriptions of the Accessibility Features and the directions to enable
them.
Table 11 and Table 12 provide a list of all accessibility features available for the Test.
Students and TEs should become familiar with the Accessibility Features and may use
them with the practice test practice prior to administration of the Test.
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CTAA Test Administration Manual
Table 11. CTAA Embedded Accessibility Features
Embedded Accessibility
Feature
Color Contrast
Description
Allows for different background or font color, based on
student needs or preferences. Available options:
 Black on White (default)
 Black on Magenta
 Yellow on blue
 Medium gray on light gray
 Reverse contrast (White on Black)
Highlighter
A digital tool for marking desired text, item questions, item
answers, or parts of these in Yellow.
Line Reader Tool
Allows students to highlight an individual line of text in a
passage or question. This tool is not available when the
Highlighter tool is in use.
Magnification
The size of specific areas of the screen (e.g., text,
formulas, tables, graphics, and navigation buttons) may be
adjusted by the student with an assistive technology
device.
Mark for Review
Allows students to flag items for future review during the
assessment.
Masking
Masking involves blocking off content that is not of
immediate need or that may be distracting to the student.
Students are able to focus their attention on a specific part
of a test item by masking.
Print-on-Demand
Paper copies of items can be printed for students from the
student interface in the Online Testing System.
Strikethrough
Allows users to cross out answer options.
Text-To-Speech
Text is read aloud to the student via embedded text-tospeech technology.
Volume Control
Audio can be controlled for embedded text-to-speech.
Zoom
A tool for making text or other graphics in a window or
frame appear larger on the screen. The test page can
zoom in up to four levels.
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CTAA Test Administration Manual
Table 12. CTAA Non-Embedded Accessibility Features
Non-Embedded Accessibility
Feature
Description
Assistive Technology
Hardware and software tools used to increase, maintain, or
improve the functional capabilities of children with
disabilities.
Augmentative and Alternate
Communication
Forms of communication used to supplement or replace
oral speech that are used to express thoughts, needs,
wants, and ideas. These systems of communication may
be aided or unaided.
Read Aloud (Item Directions,
Response Options, Passages)
Trained TE reads all items, directions, response options
and passages as scripted to the student.
Scribe
Trained TE responds to student dictation and enters
student response on paper then transcribes this response
into the Online Testing System.
Sign Language
Trained TE or qualified interpreter signs all CTAA items,
directions, response options and passages as scripted to
the student. Student may respond using sign language.
(ASL, PSE, SEE etc.)
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CTAA Test Administration Manual
Accommodations
Accommodations are changes in the materials or procedures of the assessment that do not
alter the construct being measured. For the Test, a student may use the accommodations that
are in his/her IEP that are consistent with Connecticut policies. Typically, these are defined on
page 8 of the IEP and are also used during instruction.
The use of any physical prompting, including hand over hand, invalidates the results
of the test for the student. The use of physical prompting is considered to be a
modification or change to the DTA. Physical prompting is not permitted, and it is
considered to be an inappropriate test practice and a test irregularity.
Accommodations
Access Information
Assistive Technology (AT)
Student may use assistive technology devices for
viewing, responding to, or interacting with the test
items. The student and TE should use the AT device
with the practice test to ensure that it functions
properly with the Online Testing System. The Online
Testing System supports various AT devices, such
as alternate keyboard, switches and hub, head
mouse, etc.
Paper Version of Item/s
The use of a paper-based presentation of test item/s
for students not able to access the items via the
Online Testing System.
Refer to CTAA Assessment System User
Guide for information about:
 Compatibility of AT with Online Testing
System and with Accessibility Features
 Enabling AT devices
Test item/s can be requested for print
through the print-on-demand tool in the
student interface of the Online Testing
System.
All printed assessment materials must be
given to the DC/SC for secure shredding
upon completion of the test.
Scribe
Refer to:
This accommodation may be used for SelectedResponse or Constructed-Response Items.
 DTA
Sign Language (e.g., ASL, PSE, SEE)
Refer to:
TE may communicate passages, items and response
options using sign language to student.
 DTA
─ 19 ─
 Appendix C
 Assessing Students Who are Blind,
Deaf, or Deaf-Blind: Additional
Guidance for Test Administration
CTAA Test Administration Manual
Assessing Students Who are Blind, Deaf, or Deaf-Blind: Additional Guidance
for Test Administration
TEs who are testing a student who is blind, deaf, or deaf-blind, may access the document
“Assessing Students Who Are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test
Administration” on the Connecticut Comprehensive Assessment Program portal
(http://ct.portal.airast.org). This resource includes the following information:

Tasks to complete before, during, and after the assessment;

Strategies, with definitions and examples that may be used by the TE as appropriate for
individual students 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.
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CTAA Test Administration Manual
Section III. Testing Integrity, Appropriate and
Inappropriate Test Practices
The CTAA policies related to testing integrity and appropriate and inappropriate test practices
are described in this section. All personnel (DCs/SCs and TEs) must comply with Connecticut’s
security protocols and procedures.
Testing integrity is critical to ensure accurate, valid, reliable, and timely information about
student academic performance. Inappropriate test practices undermine efforts for improving
student achievement. Connecticut is committed to providing an assessment that accurately
reflects what students know and can do in mathematics, reading, and writing.
The use and interpretation of information gleaned from test administration is compromised if
students respond to items that are no longer secure. Security breaches can reduce the item
pool to such a degree that an insufficient number of items remain available to represent the
content required for assessment. A particular item serves several specific purposes and its loss
can have a broad impact on testing content. Failure to follow the policies outlined in this
section result in a breach of security and is subject to state law.
After the TE completes the CSDE CTAA & CMT/CAPT Skills Checklist Science training with at
least 80 percent accuracy, the DTAs should be read and associated materials and optimal testing
conditions prepared. TEs should become familiar with the item administration protocols and
prepare necessary materials and accommodations needed for each student. TEs and DCs must
ensure that all aspects of the Test are maintained in a secure manner. Items are for the
exclusive use of testing and are not to be used for instruction, and are not to be shared, emailed, copied, or distributed in any manner. To do so is a test irregularity and a violation of
test security and should be reported.
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CTAA Test Administration Manual
Connecticut Test Security
Violation of test security is a serious matter with far-reaching consequences. Breaches of test
security include, but are not limited to, copying of test materials, failing to return test materials,
coaching students, giving students answers, and/or changing students’ answers. Such acts may
lead to the invalidation of an entire school district’s student test scores, disruption of the test
system statewide, and legal action against the individuals committing the breach. A breach of
test security may be dealt with as a violation of the Code of Professional Responsibility for
Teachers, as well as a violation of other pertinent state and federal law and regulation. The
Connecticut State Department of Education will investigate all such matters and pursue
appropriate follow-up action. Any person found to have intentionally breached the security of
the test system may be subject to sanctions including, but not limited to, disciplinary action by
a local board of education, the revocation of Connecticut teaching certification by the State
Board of Education, * and civil liability pursuant to federal copyright law.
*See Section 10-145b(j) (1) of the Connecticut General Statutes, which reads in relevant part as
follows: The State Board of Education shall revoke any certificate, authorization or permit
issued pursuant to said sections if the holder is found to have intentionally disclosed specific
questions or answers to students or otherwise improperly breached the security of any
administration of a statewide examination pursuant to section 10-14n.
Handling Test Materials in a Secure Manner
The CTAA is an online test and all test forms and test materials are available in the Online
Testing System. Secure handling of test materials protects the integrity and confidentiality of
test items and the validity of student results. It is essential that unauthorized persons are
prevented from accessing or viewing Test content in the Online Testing System or in paper
form.
For printed test materials including, but not limited to, DTAs, test-specific reference pages,
scoring rubrics, and test item/s, a TE must:

Maintain all printed test materials in a secure, locked location

Protect secure materials from view by other students, teachers, parents, school staff, or
other individuals

Ensure secure transport of testing material form school building to school building

Refrain from duplicating, reproducing, or sharing items or other secure test materials

Give ALL printed test item/s or other printed material to the DC/SC after the test session is
completed, for secure shredding

Delete any test materials, items, or information from the computer and/or any assistive
technology used by the student after testing is complete
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CTAA Test Administration Manual
Preparing a Secure Testing Environment
Students are administered the test individually, one-to-one, most likely in their classroom or a
similar environment familiar to the student. A secure test environment includes, but is not
limited to:

Administering the test only through the password-protected testing environment, the
Online Testing System

Restricting student access to resources that are explicitly identified in the DTA

Viewing of test items only by the student taking the Test and the certified, licensed, and
trained TE administering the Test

Removing electronic devices and photography technology that could jeopardize test
content in the test-taking environment

Ensuring a quiet test-taking environment, void of talking or other distractions, and one
that does not permit other students hearing the responses to the test items of the
student being tested
Inappropriate Test Practices
TEs must administer all test items according to the DTA. Modifications or changes to DTAs are
not permitted and are considered to be inappropriate test practices and a test irregularity.
Inappropriate test practices are any actions that are contrary to those explicitly stated in the
DTA and in the test security policy. Inappropriate and prohibited modifications or changes to
the DTA or Test include, but are not limited to the examples in Table 13.
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CTAA Test Administration Manual
Table 13. Examples of Testing Improprieties
Action
Changing the wording of test directions, items/questions, response options, or any text as it is
written in the DTA.
Using non-prescribed graphic organizers, mnemonic aids, manipulatives or replacement
objects (except as described in
Assessing Students Who are Blind, Deaf, or Deaf-Blind: Additional Guidance for Test
Administration).
Using any physical prompting, including hand-over-hand.
Providing students a preview of the Test at any time.
Providing answers to students in advance of or during test administration.
Providing students clues or supports not indicated in the DTA.
Manipulation of testing materials in a way that hints at a correct or incorrect answer, e.g.,
reducing the number of answer options.
Changing a student’s answer.
Reminding the student of previously used materials or experiences related to concepts in an
item.
Teaching test content immediately before the test or the administration of an item.
Sharing test items, test content, or test forms, either written or verbally, with colleagues,
parents, other staff members, the general public, or students.
Transporting printed test materials within the school in a non-secure manner.
Leaving any test materials unattended or in a non-secure setting, including, but not limited to,
DTAs, test items, materials related to test items, and scoring rubrics.
Leaving the Online Testing System unattended while logged into the test or the DTA.
Administering the Test by a staff member who has not completed the CSDE CTAA &
CMT/CAPT Skills Checklist Science training passing with at least 80% accuracy.
Administering test by a paraprofessional, aide, or student teacher.
Allowing the use of electronic devices or photography technology that could jeopardize test
content in the test-taking environment.
Sharing of test items through photography, phone cameras, recording devices, note taking,
or any other manner with colleagues, students, teachers, parents, media, or any person.
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CTAA Test Administration Manual
Monitoring and Reporting Inappropriate Test Practices
Monitoring testing procedures and reporting inappropriate test practices as outlined in state
law and policy. Each person participating in the state assessment program is directly
responsible for immediately reporting any violation or suspected violation of test security or
confidentiality. TEs and other staff must notify their SC or DC if they witness or become aware
of an inappropriate test practice or suspect one has occurred. DCs and SCs must report these
concerns to the Student Assessment Office (see Appendix A: State Specific Information). DCs
must report any incidents involving alleged or suspected violations that fall under the category
of a serious irregularity to the CSDE Student Assessment Office. State professional codes of
ethics and state law provide the guidelines for determining the consequences for any
inappropriate test practices.
Destruction of Printed Materials and Scratch Paper
Printed materials from the print-on-demand accommodation and scratch paper must be kept in
a securely locked room or locked cabinet that can be opened only by staff responsible for test
administration. All test materials must remain secure at all times. Printed test items/passages,
including embossed braille printouts and scratch paper, must be collected at the end of each
test session and then immediately destroyed according to district and/or state policies or
procedures. Do NOT keep printed test items/passages or scratch paper for future test sessions.
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CTAA Test Administration Manual
Section IV. Administration of the Test
Please refer to the CTAA Assessment System User Guide for specific directions and screenshots
of administration tasks.
VI.I Before Testing
Prior to administering the Test, the TE will:
1. Confirm access to the CTAA Assessment System.
The TE receives a username and password for the TIDE system from their DC/SC.
2. Complete the CTAA and CMT/CAPT Skills Checklists Science Eligibility & Learner
Characteristics Inventory (LCI).
The TE enters student specific information into the Data Entry interface. Please refer to
the brochure How to Access the Data Entry Interface (DEI) on the portal
(http://ct.portal.airast.org/resources/?section=brochures-and-quick-guides).
Table 14. CTAA Teacher Test Administrator Tasks
Before Test Administration
Task
Description
Complete/Confirm
The TE confirms the demographic information for each
student available in the Online Testing System to ensure
the name is spelled correctly and the grade is correct.
Student Demographic
information
Complete/Confirm
CTAA & CMT/CAPT Eligibility &
LCI
Set ELA Form in TIDE
(Grade 3 and 4 Only)
Complete/Confirm
Student Response Check
The TE completes and submits the LCI, which includes
eligibility criteria, and a description of the characteristics
of each student who participated in the Test.
The TE must set the appropriate ELA form in TIDE for all
grade 3 and 4 students. Verbal and Non-Verbal forms are
available.
The purpose of the SRC is to ensure that the TE can
clearly identify which answer a student indicates in
response to a selected-response test item. If a student’s
response to a test item is not observable by the TE, the
TE will not have an accurate representation of the
student’s response in the Online Testing System.
After Test Administration
Submit Student’s Tests
Destroy secure materials
appropriately
Delete secure materials from
computers and AT devices
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CTAA Test Administration Manual
VI.II Setting the ELA Form in TIDE (Grades 3 & 4 ONLY)
All grade 3 and 4 students will need an ELA form assigned in TIDE to be eligible for the ELA CTAA
Test. The following steps should be followed to complete this setting in TIDE.
1. Navigate to the Connecticut
Comprehensive Assessment
Program portal
(http://ct.portal.airast.org).
2. Click on the Connecticut
Alternate Assessments page,
then click on the TIDE card to
enter the TIDE system.
3. Log in to TIDE using your
username and password. If you
do not have TIDE credentials,
contact your SC or DC.
4. Once you have logged into
TIDE, click the Student
Information tab and run a
search for your student under
View/Edit Students.
A list of students will appear.
5. Click View next to the student
you wish to assign a form to.
6. Select the form you would like
to administer to the student
from the drop-down menu
titled Alt Form Selection.
Click Save Changes at the
bottom of the page.
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CTAA Test Administration Manual
VI.III Conducting the Student Response Check (SRC)
The SRC is a 3-question content-neutral task during which a student is asked to demonstrate
their preferred mode(s) of communication.
The TE will conduct an SRC if the TE is not certain that the student’s response to a test item will
be observable by the TE.
The TE will not conduct an SRC if the TE is certain that the student has an established and clear
method of communication, and will clearly indicate their answers to the test questions by
responding verbally, indicating a response using a nonverbal communication mode, or using
assistive technology (AT).
The TE will respond to the first item on the Test based on student response. See appropriate
responses in Table 15.
Table 15. First Item Response
Did the student demonstrate an observable response during the Student Response
Check (SRC)?
A) Yes- administer all items on both the ELA and Select A if:
math tests
 TE observes a demonstrated student
response on the SRC
 TE did not need to conduct the SRC
because an established method of
communication was already determined
B) No- administer the first 4 scorable items on Select B if:
either the ELA or Math test and follow
 Student did not demonstrate a consistent
procedures defined in the CTAA Test
observable response on the SRC
Administration Manual
There are two ways that the TE can conduct the SRC: (1) using the computer or (2) using a
paper version. The student is given a task and asked to respond using each response mode
listed in the SRC, including:

Using the mouse to select the answer;

Verbalizing the answer;

Gesturing or pointing to the answer;

Using assistive technology (AT) to indicate the answer;

Using eye gaze chart to select the answer; and

Circling or marking the answers on a paper copy of the test.
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CTAA Test Administration Manual
The TE observes the student when responding to the task using each listed response mode;
however, if a student does not use AT as listed above, the TE does not ask the student to use AT
to demonstrate this response mode. Please use professional judgment when conducting the
SRC.
The use of hand-over-hand or any physical prompt is not considered a consistent and
observable response because the student is not indicating his/her answer choice
independently.
Completing the Student Response Check (SRC)
The steps for completing the SRC are outlined in the sections SRC Paper Administration and SRC
Computer Administration.
SRC Paper Administration
The SRC should be conducted on paper for students who communicate using gestures, eyegaze, or other modes of communication that may make using the computer difficult.
Download the SRC from the Connecticut Comprehensive Assessment Program portal.
1. Navigate to the Connecticut Comprehensive Assessment Program portal
(http://ct.portal.airast.org).
2. Click on the Connecticut Alternate Assessments page, then click on the Alternate
Assessments Resources card.
3. Download the Student Response Check (SRC) for Paper Administration.
TEs may use “top option,” or “first option,” or “this option” (noting where you, the TE,
points) if the student is more familiar with these terms. This change in script applies
only to the SRC.
Hand-over-Hand prompting is not considered a consistent observable response
because the student is not initiating their answer choice in an independent way.
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CTAA Test Administration Manual
For students using pointing or gesturing:
1. Print the SRC for Paper Administration from the Connecticut Comprehensive
Assessment Program portal.
2. Place the first page of the paper version of the SRC in front of the student. Read the text
out loud to the student. Place the second page in front of the student. Direct the
student to point or gesture to the first option/top option/option 1.
3. Next, direct the student to point or gesture to the last option/bottom option/option 3.
4. Finally, direct the student to point or gesture to the second option/middle
option/option 2.
For students using a pencil/pen:
1. Print the SRC for Paper Administration from the Connecticut Comprehensive
Assessment Program portal.
2. Place the first page of the paper version of the SRC in front of the student. Read the text
out loud to the student.
3. Place the second page in front of the student. Direct the student to circle the first
option/top option/option 1.
4. Next, place the third page in front of the student. Direct the student to circle the last
option/bottom option/option 3.
5. Finally, place the last page in front of the student. Direct the student to circle the second
option/middle option/option 2.
For students using eye-gaze:
1. Print the SRC for Paper Administration from the Connecticut Comprehensive
Assessment Program portal. Using the second page of the PDF, cut out each response
option. Place response option 1 on the left hand side of the student’s eye-gaze board.
Tell the student, “Look at option 1 on the board.”
2. Place response option 3 on the right side of the student’s eye-gaze board. Tell the
student, “Look at option 3 on the board.”
3. Place response option 2 on the top, middle part of the eye-gaze board. Tell the student,
“Look at option 2 on the board.”
If a student uses another response mode to indicate the requested option:
1. Ask the student to indicate his/her response for options 1, 3, and 2 of the contentneutral task.
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CTAA Test Administration Manual
SRC Computer Administration
1. Navigate to the Connecticut
Comprehensive Assessment Program
portal (http://ct.portal.airast.org).
2. Click on the Connecticut Alternate
Assessments page, then click on the Test
Administration card to enter the Online
Testing System Test Administrator (TA)
interface.
3. Select the Student Response Check (SRC)
from the test selection window and click,
Start Session. A Session ID is generated.
4. Log into the student interface of the
Online Testing System using the
student’s First Name, Student ID, and
Session ID. Under the “Your Tests” page,
select the Student Response Check.
5. Approve the test in the TA interface and
complete the SRC in the student
interface of the Online Testing System.
The TE conducts the SRC for each mode of communication separately. For example, the TE
starts the SRC by having the student use the mouse and computer. The TE reads: “Select Option
1” and then points to option 1. Continue with options 2 and 3.
TEs may use “top option,” or “first option,” or “this option” (noting where you, the TE,
points) if the student is more familiar with these terms. This change in script applies
only to the SRC.
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CTAA Test Administration Manual
Implications for TE Conducted SRC
Following the administration of the SRC in either computer or paper mode, the TE must
determine if the student demonstrated a consistent observable response. If a student did
demonstrate a consistent observable response the TE will administer all test items in ELA and
Math. If the student did NOT demonstrate a consistent observable response during the SRC
then the TE will administer the first 4 scorable items in EITHER ELA or Math segment 1 to
confirm the student’s ability to demonstrate a consistent observable response. (See Appendix
B).
It is the demonstration of the student’s ability to demonstrate an observable response to
an item not the ability of the student to respond correctly.
When confirming the ability of a student to demonstrate an observable response with the first
4 scorable items in either ELA or math the TE Logs in to the Online Testing System, the TE
should select No on the first item of the test, “Did the student demonstrate an observable
response during the Student Response Check (SRC)?” The next 4 scorable items should be
attempted, and marked with No Response (NR) if the student fails to demonstrate an
observable response. See Appendix B: Crosswalk of First 4 Items for the SRC for a complete
crosswalk of required response items for each test. Appropriate procedure is outlined in Table
16 and Table 17.
Table 16. Implications of SRC
Student Displays
Consistent Observable
Student Does Not Display Consistent Observable
Response During SRC
Response During SRC
Administer All Test Items
in ELA (Reading/Writing)
and Mathematics
Administer the First 4 scorable items in Reading Segment
1 or Mathematics Segment 1
If TE observes a student
response to at least one
of the first 4 items,
If TE does not observe a student
response to any of the first 4
items,
Then TE administers all
test items in ELA and
Mathematics.
Then TE may pause testing and
follow procedures for the Early
Stopping Rule.
This procedure includes
contacting the CSDE to discuss
the Early Stopping Rule (Table
17).
After the first 4 items have been attempted, the TE should PAUSE the test, then
contact the CSDE Assessment Office. DO NOT submit the test without approval from
the state.
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CTAA Test Administration Manual
Table 17. Early Stopping Rule Procedures
Student Does Not Display Consistent
Observable Response During SRC
Procedures to Initiate the Early Stopping
Rule
The TE administered only the first 4 items
in either ELA or Mathematics Segment 1
Contact CSDE Assessment Office
Janet Stuck at: 860-713 6837
or
No observable response (NR) was
indicated for all 4 scorable items of ELA or
math Segment 1.
Joe Amenta at: 860-713-6855
* It is the demonstration of the student’s
ability to demonstrate an observable
response to an item not the ability of the
student to respond correctly
Provide student specific information as
requested and the TE will be provided
guidance for next steps in the test
administration process.
The TE has not continued to administer
additional test items
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CTAA Test Administration Manual
VI.IV After Testing
Submitting a Student’s Tests
Once the student has completed all items on all segments of the test, click the End Test
button at the top of the Online Testing System. Refer to the CTAA Assessment System User
Guide for additional information on how to navigate the Online Testing System interface.
If a student does not meet the eligibility criteria to participate in the CTAA-AA-AAS
and they have begun the assessment, pause the test and contact the CSDE.
Destroy Secure Materials
Ensure all testing materials are appropriately destroyed and deleted from computers and AT
devices.
Federal law—the Family Educational Rights and Privacy Act (FERPA)—prohibits the
release of any student’s personally identifiable information. Any printed materials must
be securely stored and then destroyed.
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CTAA Test Administration Manual
Appendix A. State Specific Information
Listed below is the contact information for Connecticut’s CTAA support.
Name
Phone
E-mail
Assessment Office
860-713-6860
Janet Stuck
860-713-6837
Janet.Stuck@ct.gov
Joe Amenta
860-713-6855
Joseph.Amenta@ct.gov
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CTAA Test Administration Manual
Appendix B. Crosswalk of First 4 Items for the SRC
The items listed in Table 18 and Table 19 are the first 4 scorable items that must be attempted
by any student.
Table 18. ELA Required Items for SRC Confirmation
Grade
3
(Verbal and
Non-Verbal)
4
(Verbal and
Non-Verbal)
5
6
7
8
11
Required Items
1st item – Question 8
2nd item – Question 11
3rd item – Question 14
4th item – Question 17
1st item – Question 10
2nd item – Question 11
3rd item – Question 14
4th item – Question 17
1st item – Question 8
2nd item – Question 9
3rd item – Question 12
4th item – Question 15
1st item – Question 7
2nd item – Question 10
3rd item – Question 13
4th item – Question 16
1st item – Question 9
2nd item – Question 12
3rd item – Question 15
4th item – Question 18
1st item – Question 6
2nd item – Question 7
3rd item – Question 10
4th item – Question 13
1st item – Question 6
2nd item – Question 9
3rd item – Question 12
4th item – Question 15
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CTAA Test Administration Manual
Table 19. Math Required Items for SRC Confirmation
Grade
3
4
5
6
7
8
11
Required Items
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
1st item – Question 2
2nd item – Question 3
3rd item – Question 4
4th item – Question 5
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CTAA Test Administration Manual
Appendix C. CTAA Non-Embedded Scribe
Accessibility Feature: Protocols for All SelectedResponse and Mathematics Constructed Response
Items
For a student who utilizes the non-embedded scribe accessibility feature, the scribe will enter
the student-indicated answer to an item into the Online Testing System.
A scribe must meet the qualifications listed below and will enter, write, or type exactly what
the student communicates for the ELA and Mathematics assessments.
Qualifications for a Scribe
A scribe must:

be a state-certified educator employed by the district;

complete all training for the CTAA assessment;
 be familiar to the student;

be familiar with DTA and accessibility features need by the student; and

be familiar with all the accommodations included in the student’s individualized
education program (IEP).
Preparation

Scribes are expected to familiarize themselves with the test format in advance of the
scribing session.

Scribes are expected to be knowledgeable of the assessment and accessibility features
that are available on the test.

Scribes are expected to know the specific embedded or non-embedded accessibility
features that the student must receive.

Scribes should practice the process for scribing during instruction before testing begins.
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CTAA Test Administration Manual
Scribe Protocol for Selected-Response Items: ELA (Reading and Writing) and
Mathematics

The scribe may not question or correct student choices, alert students to errors or
mistakes, guide the student to a correct answer, or otherwise influence a student’s
answer or answer choice in any way.

Student must be tested in a setting that does not permit his/her responses to test items
to be heard by other students.

The scribe will comply with student requests for use of all available and allowable
Accessibility Features on the Online Testing System (i.e., when to turn a feature on or
off, when to change size of graphic, etc.).

A TE who is a scribe may answer procedural questions asked by the student (e.g., test
directions, navigation within the test environment, etc.).

The scribe must enter student responses directly into the Online Testing System.

The scribe may ask the student to repeat a response.

The scribe allows the student to indicate when they want to move to the next test item.

The scribe must provide an opportunity for the student to review and modify what the
scribe has recorded.

After testing, the scribe collects scratch paper, graphic organizers, other ancillary
materials, and login information and gives it to the DC/SC for secure shredding. The
scribe may not keep any testing materials after testing is complete.
If the scribe indicated the student responses on a paper-version of the test, the scribe
will transcribe (type exactly) the student’s responses into the Online Testing System.
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CTAA Test Administration Manual
Appendix D. CTAA Augmentative and Alternative
Communication Guidelines
The TE must record the student’s response(s) exactly as the student indicates using the
student’s existing augmentative and alternative communication (AAC) system or device.
AAC Methods

Student should use the communication mode/system with which the student is the
most competent and which provides the most accessibility to producing a response.

Allow the student to select the word/symbol/picture/phrase in the communication
mode/system in the same manner as used in instruction (e.g., direct select, indirect such
as scanning, eye gaze).

Allow the student to access words/symbols/pictures/phrases within their
communication mode/system in the same manner as in instruction (e.g., subject specific
boards, multiple levels by categories). See Figures 1–4 below.
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Figure 1. Sample Noun Category Board
rat
ball
boy
dog
bird
food
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Figure 2. Sample Phrase Board
having a friend is important
everyone needs a dream
living under a bridge is hard
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Figure 3. Sample Subject Board: Subject-specific board about flight (mixture of single words,
phrases, and sentences)
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CTAA Test Administration Manual
Figure 4. Attribute Table for Images
Image
Attribute
URL to the image
Timabe
http://en.wikipedia.org/wiki/
User:Timabe
http://commons.wikimedia.org/wiki/
File: LucasTerrier.jpg
By Fionn Kidney (Flickr)
http://upload.wikimedia.org/wikipe
dia/commons/a/a5/Thanakaboy.jp
g
[CC-BY-2.0
(http://creativecommons.or
g/licenses/by/2.0)], via Wikimedia
Commons
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CTAA Test Administration Manual
AAC Protocol for the CTAA
The TE must adhere to the AAC Protocol to ensure that the student’s response is generated in a
manner that allows for accurate measurement of the student’s ability.
Words/symbols/pictures/phrases that the student typically uses during instruction to
communicate can be provided and should be words/pictures/symbols/phrases that are
familiar to the student (i.e., events, descriptive words).
Introduce vocabulary related to the test item, but do not practice or teach the
vocabulary in the context of the assessment.

For example, if the test item refers to “solar energy,” it is appropriate to define
and describe “solar energy” and its uses in order to familiarize the student with
the related symbol(s) using the AAC device.
Any content represented in the grade-specific stimulus materials can be added to the
student’s AAC device (e.g., list of temporal words, problem/solution cards, words from
mentor text or sample essay) to support student responding.

Ensure the words/pictures/symbols/phrases used from the stimulus materials
are familiar or can readily be understood.
A response cannot be the result of a series of dichotomous choices of words,
phrases, or sentences selected by the TE. An example of a series of dichotomous
choices that would not be allowed is: The teacher asks, “Do you want to say that the
amount in the table should be 5 or 4?” The student chooses 5. The teacher then
asks, “Do you want to make it balls or pens?” The student chooses pens.
A response can be the result of the student completing a process directed by the TE
using a series of two categories to communicate his/her word/picture/symbol/phrase
preference. For example, a series of dichotomous choices that is allowable is: The
teacher asks, “Do you want People-Thing words or Action words?” The student
selects People-Thing words and the teacher then gives the choice of People or Thing
words. The student chooses People words. The teacher then presents a series of
choices of People words to allow the student to select the preferred person from those
provided on the board. (As stated above, this should not result in a series of
dichotomous choices of words, phrases, or sentences selected by the TE.)
Words/symbols/pictures/phrases cannot be arranged by the TE on a student’s
communication board so that any selection would be correct. An exception to this
would be if the student requests or selects a specific category level or board that has
all words that could be used in a response (e.g., the student selects or requests the
board filled with nouns or numbers and all would apply to the response).
Refer to the guidance regarding the placement and presentation of words, pictures,
checklists, graphic organizers, and/or templates in the Directions for Test
Administration (DTA).
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Appendix E. Change Log
Change Made
Verified Crosswalk Item IDs
Section
Date
Appendix B
4/14/16
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