Embedded Files
Our district is committed to ensuring equitable access to assessments for all students. For Multilingual Learners (MLs) who are also identified as students with disabilities, appropriate accommodations may be provided during LAS Links testing. These accommodations are designed to support students in demonstrating their language proficiency without altering the test’s intended purpose or rigor.
To be eligible for accommodations on the LAS Links assessment, students must meet specific criteria and follow the guidelines established by the Connecticut State Department of Education (CSDE). The following information outlines the required components and documentation necessary to ensure that accommodations are appropriately and consistently applied.
Student is identified as an EL/ML in PSIS; AND
Student is identified as a student with disabilities with a finalized and implemented IEP or Section 504 Plan; AND
Review CSDE's LAS Links Test Administration Manual, Appendix C and LAS Links Accessibility Chart prior to determining accommodations; AND
The need for any accommodation must be documented in the IEP or the Section 504 Plan and used regularly for instruction and assessment; AND
Enter the allowable accommodations described in the LAS Links Test Administration Manual, Appendix C based on the finalized and implemented plan in CT-SEDS.
LAS Links Accommodations
Special Education and/or School Counseling staff must complete the decision guidelines forms for text-to-speech and read-aloud accommodations. The forms should be submitted to the English Learner Assessment Coordinator (ELAC) and District Administrator (DA). Students who are dually identified may be eligible for Domain Exemptions or the Early Stopping Rule (ESR). See the CT LAS Links website for the most up-to-date forms and information.
Designated Supports for District/ State Assessments
EL/ML students are eligible to receive designated supports and accommodations for Smarter Balanced (SB), Next Generation Science Standards (NGSS), and PSAT/SAT Assessments. School-based teams should be familiar with the embedded and non-embedded supports available and meet prior to testing to determine which supports would be appropriate for students. Teams may use the Individual Student Assessment Accessibility Profile (ISAAP) to guide their decision-making process. The designated supports can be directly submitted to TIDE.
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