New Mexico’s Alternate Assessments Minding the 1% Cap on New Mexico’s Alternate Assessments Karen Greer Assessment Coordinator Assessment Bureau Sbicca Brodeur Education Administrator Special Education Bureau February 5, 2019 Also on the line, Kimber Sanchez

Intended Outcomes Refresh district’s basic knowledge of applicable federal and state requirements Help districts consider implications for your LEA practices Introduce districts to initial ideas for developing the monitoring system

Review of USDE Requirements: What we have to do

The Every Student Succeeds Act (ESSA) and New Mexico statute require: The inclusion of students with disabilities, including students with the most significant cognitive disabilities, in the state assessments. States must implement an alternate assessment aligned with alternate academic achievement standards. In New Mexico, the alternate assessments are the New Mexico Alternate Performance Assessment (NMAPA) and Alt-ACCESS for ELLs. Federal Statute: Elementary and Secondary Education Act (ESEA) Title I, Part A, Subpart 1, Section 1111, (b), 3, C New Mexico Statute: 22-2C-4 NMSA 1978 NM: alternate academic achievement standards are called Extended Grade Band Expectations

ESSA continued: Limits the participation of students with the most significant cognitive disabilities in the alternate assessment aligned with alternate academic achievement standards (AA-AAAS). For each subject, the total number of students assessed in such subject using the alternate assessments does not exceed 1 percent of the total number of all students in the State who are assessed in such subject.

Illustration: “XYZ School District” Total number of students in the district: 1200 Number of students who took the general assessment in math with or without accommodations: 1000 Number of students who took the NMAPA in math: 11 Total number of students who took both the general and NMAPA in math: 1011 11/1011 = .01 or 1%

Language of Federal Requirements A State may NOT prohibit an LEA from assessing more that 1 % of its assessed students with the alternate assessment BUT A State MUST require an LEA that assesses more than 1 % of its assessed students in any subject with an alternate assessment to submit information justifying the need to exceed the 1% AND States must provide appropriate oversight of each LEA that is required to submit justification and must make the justification publicly available.

Eligibility Criteria Severe cognitive impairment Must affect students in multiple settings (school, home, and community) Must be determined by an IEP team, a group of individuals with a clear understanding of the student’s needs 6.31.2.11€(3) NMAC Severe levels of impairment can lead to losing the ability to understand the meaning or importance of something and the ability to talk or write, resulting in the inability to live independently.

What Percentage of Students Took Alternate Assessments in 2018? Percentage of Assessed Students Taking NMAPA Math Reading Science 0.996% 0.995% 0.999% Percentage of Assessed Students Taking Alt ACCESS for English Learners 1.3%

Implications for LEAs

Accessibility and Accommodations: Less Restrictive Options The big idea Start outside and move in

Accessibility and Accommodations: Less Restrictive Options Accommodations for students with disabilities Flexible administrative considerations and universal tools for all students Linguistic scaffolding and Universal Design principles designed into the test items

Administrative Considerations for All Students Timing: Before lunch Scheduling and pacing of content areas Setting and locations Group size Frequent breaks

What Are Accessibility Features in Assessments? Can be used by any student (i.e., students with and without disabilities, gifted students, ELs, and ELs with disabilities) Not classified as accommodations Students should be exposed to these features prior to testing, They are not necessarily appropriate for every student. Practice tests that include accessibility features are available for teacher and student use throughout the year. No IEP or 504 Plan or EL Plan required Consideration should be given to the supports a student consistently uses and finds helpful during instruction and when engaging in individual work.

Examples of Accessibility Features for All Students Computer Based Paper Based Either Mode Math: Text to Speech Math: Read or Sign Redirect Attention Highlighter tool Highlighter Blank scratch paper Spell check Read aloud, clarify instructions Pop up glossary Headphones/noise buffer Magnification   Best practice: students are familiar with these in classroom instruction. if a student does not regularly receive text-to-speech or other audio representations on their math textbooks during instruction, text-to-speech for mathematics on assessments may distract a student or slow their pacing, possibly interfering with their performance. Use practice tests for features unique to the assessment.

Students Who May Receive Accommodations: Students with disabilities who have an Individualized Education Program (IEP); Students with a Section 504 plan who have a physical or mental impairment that substantially limits one or more major life activities, but who do not qualify for special education services; Students who are ELs; and Students who are ELs with disabilities who have an IEP or 504 plan are eligible for both sets of accommodations.

When accessibility features and accommodations are not appropriate, IEP teams should consider a student’s eligibility for the alternate assessment, NMAPA.

Guiding Questions for IEP Teams Does performance in multiple settings (home, school, community) indicate a significant cognitive disability? Does the student need intensive, pervasive, or extensive levels of support in school, home, and community? Do the student’s current cognitive and adaptive skills and performance levels require direct instruction to accomplish the acquisition, maintenance, and generalization of skills in multiple settings? Preventing overly restrictive assessment decisions Pervasiveness

Guiding Questions (cont.) Questions 1-3 responses demonstrate to the team that this student “cannot participate in the regular assessment; and the particular [alternate] assessment selected is appropriate for the child.” Parents informed of the potential consequences of having their student assessed against alternate achievement standards (such as potential limitations to postsecondary opportunities).

What we want to do Provide an appropriate standardized assessment where all students can “show what they know” Regulations tell us what we have to do, this is what we want to do

Minding the 1% CAP for Districts

Initial Ideas for Monitoring System Proactive Alerts: Feedback loop when an LEA is approaching or is at the cap Intervention: When an LEA is over the cap Request for justification Mining the data Oversight

Reasonable Justification When an LEA Exceeds the 1% Cap Very small school district Large medical centers in the attendance area Districts with JPA with another district to operate sped programs that include students from other districts Specialty schools: Schools for deaf, blind, etc. e.g., 1 student exceeds 1% Families moving into district to be near medical services

Major Milestones and Activities Collaboration with NMPED Special Education staff Participation on nationwide Community of Practice Input from PED Assessment and Accountability Advisory Committee Final plan delivered for approval Release and communication

Contacts Karen Greer Sbicca Brodeur Assessment Coordinator NMAPA & ACCESS for ELLs Assessment Bureau NMPED Karen.Greer@state.nm.us 505-827-6747 Sbicca Brodeur Education Administrator Autism/Low incidence/Vision/Hearing Special Education Bureau, NMPED Sbicca.Brodeur@state.nm.us 505-827-1456

Resources NMAPA Participation Guidelines https://nmapa-portal.org/core/fileparse.php/2072/urlt/Participation- Guidelines.pdf NMAPA FAQs for Families https://nmapa-portal.org/core/fileparse.php/2072/urlt/NMAPA-FAQs- for-Families_v4.pdf Accessibility Features and Accommodations Manual: provides guidance to LEAs and decision-making teams to ensure that assessments provide valid results for all participating students. Use this manual to understand how to assign and deliver accommodations and accessibility features to students. https://parcc.pearson.com/manuals-training/

References Federal Statute: Elementary and Secondary Education Act (ESEA) Title I, Part A, Subpart 1, Section 1111, (b), 3, C http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html New Mexico Statute: 22-2C-4 NMSA 1978 https://www.nmlegis.gov/Sessions/15%20Regular/bills/house/HB0015. pdf

Questions?