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CAAELP
Connecticut’s K-12 students identified in the Public School Information System (PSIS) as English learners/ Multilingual learners with an Individualized Education Program (IEP) documenting a significant cognitive disability may be considered for the Connecticut Alternate Assessment of English Language Proficiency (CAAELP). Eligibility for the Connecticut Alternate Assessment System, including CAAELP, requires the review, determination, and completion of the Connecticut Alternate Assessment Eligibility form as part of the Planning and Placement Team (PPT) process in the Connecticut Special Education Data System (CT-SEDS).
Connecticut Alternate Assessment System Early Stopping Rule (ESR) and
Student Response Check
A small percentage of students with the most significant cognitive and adaptive behavioral needs are reported by their teachers to have no observable way to communicate responses to participate in classroom or large-scale assessments. Trained TEAs should follow the procedures outlined in the Connecticut Alternate Assessment System Early Stopping Rule and Student Response Check to determine eligibility for the purpose of determining if a student has the necessary observable communication skills to participate fully on alternate assessments.
Important CAAELP/ ESR Testing Dates
Please refer to this link for key timelines associated with CAAELP/ ESR testing:
Resources
The Connecticut Alternate Assessment System (CTAA, CTAS, and CAAELP) --CAAELP Resources
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