1. Getting to Know Dynamic Learning Systems (DLM)
Webinars September 11 and 12, 2019
Karen Greer
Program Manager
Assessment Bureau

2. Intended Outcomes
Have a basic understanding of features of the new alternate assessment for students with significant cognitive disabilities
Access teacher training resources to learn about DLM’s alternate standards, Essential Elements
Implement Essential Elements in classrooms
Know about resources for further information

3. Agenda Background of state assessment system DLM selection
Who takes DLM?
DLM overview
DLM roll out activities
What’s next?
Focus on assessments contributing to accountability

4. DLM is a Part of New Mexico’s Assessment System

5. New Mexico is a member of the DLM Consortium

6. New Mexico’s Statewide Assessment Model
Aligned to state adopted academic standards
Produces results used to inform college and/or career readiness
Undergirds the belief that all students can learn and achieve at high levels
Holds schools and the PED accountable to create equity and opportunities for students
New Mexico's Statewide Assessment Program
NM-MSSA
NMAPA
DLM
Early Child. Observ. Tool
EOCs & Precision CTE
NAEP
ACCESS & ALT-ACCESS
NM-ASR Science
Istation
College Entrance Exam
NM Measure of Student Success and Achievement

7. Federally Required Assessments: 2020 Administration
Subjects Tested
Grades Assessed
Students with Disabilities Participating in General Education
Students with Significant Cognitive Disabilities:
Dynamic Learning Maps (DLM)
Math/ELA
3-8
NM-MSSA
3-8 Math/ELA 11
College Entrance TBD
11 Math/ELA
Science
5, 8, & 11
NM-ASR Science
5, 8, & 11 Science
Social Studies
Changes: 9, 10 will not participate
Science grade changes
No SS, not an ESSA requirement
DLM parallels the general education assessment

8. DLM Selection
Contract with NMAPA is ending, last administration this fall.

9. How DLM Was Selected
Research on alternate academic assessment consortia
Steering committee formed – Special education leaders and District Test Coordinators
March-April 2019 Webinar presentations by two consortia
Evaluations by steering committee and NMPED staff
Joint decision between Special Education and Assessment Bureaus
Advantages of consortium: much lower cost, network of partner states sharing resources, solving problems
Last year I requested volunteers to assist with selection. Raise hands
DLM Major advantages: Science assessment aligned with Next Generation Science Standards; instructionally embedded assessments and instructional supports

10. Why was DLM Selected? Science is included in the assessment
Based on alternate academic standards Essential Elements (EEs)
EEs aligned to Common Core and the Next Generation Science Standards
Computer adaptive test administered online with paper option
Delivered as “testlets” – short, instructionally relevant groups of items that share a common context
Optional Instructionally Embedded assessments
Testlets allow flexibility for student attention, fatigue

11. Who takes DLM?

12. Eligible Students According to New Mexico Code
Severe cognitive impairment
Must affect student 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
(3) NMAC

13. Other Factors to Consider
Inspire Conference
5/30/2019
Other Factors to Consider
Student’s curriculum/instruction is based on alternate content standards
Even with accommodations the student is unable to meet the general academic content standards
Student's learning cannot be measured using the general assessment

14. Inspire Conference
5/30/2019
What NOT to Consider
Students with cognitive impairments working toward the general ed content standards with numerous, intensive accommodations
Predicted performance on the general assessment shows little chance of scoring proficient
Social, cultural, or environmental factors
English Language proficiency
Classroom placement, services, or eligibility category
Poor attendance
Students with emotional and behavioral concerns who may disrupt the assessment
Administrative decisions or calculations of 1% cap
These concerns should be addressed in how the student is tested, rather than using foreseen emotional or behavioral issues as a reason for the student to take the alternate assessment.
English Language Proficiency
This does not have any bearing on whether or not the student takes alt assmt, but does raise a flag that the team will also need to follow the EL assessment selection process for the EL assessment.

15. Inspire Conference .
5/30/2019
Students Who Should NOT Take the Alternate Assessment: Most common confusing issues
Students with a Section 504 plan
Students who only receive English Learner services 
Students not yet eligible for special education services, such as students participating in a tier II intervention in a multi-layered system of support
Students with disabilities that may impact academics but generally do not affect cognitive or adaptive function, e.g., speech-language impairments or most students with a specific learning disability
Students with cognitive impairments who are working toward the general content standards in regular classes with accommodations  should take the general assessment with concomitant accommodations
In other words, Students regarded as having a disabling condition, but not receiving specialized instruction under the Individuals with Disabilities Education Act.

16. DLM Overview

17. DLM Core Beliefs The DLM Consortium is guided by two core beliefs:
All students should have access to challenging, grade-level content.
Test administrators should adhere to the highest levels of integrity in providing instruction and in administering assessments based on this challenging content.

18. *Learning Maps in Development
DLM Structure
ELA and Math
Science
Domain
*Learning Maps in Development
Core Idea
Topic
Essential Elements

19. Essential Elements Learning targets for the assessments
Bridge from grade-level content standards to academic expectations for students with the most significant cognitive disabilities
ELA and mathematics
Linked to college and career readiness standards
Science
Linked to the National Research Council’s Framework for K-12

20. Linkage Levels for ELA and Math
Complexity
Initial Precursor
Least complex; Foundational
Distal Precursor
Knowledge and skills needed to reach the target
Proximal Precursor
Provides access to the target
Target
Aligns to content of the Essential Element
Successor
Progresses beyond the target

21. Linkage Levels for Science
Complexity
Initial
Least complex
Precursor
More complex
Target
Aligns with Essential Element

22. Item Types Items types include
Multiple-choice (most common)
Sorting
Matching
Select text
Item types vary depending on the linkage level of the testlet

23. Testlets Each testlet contains an engagement activity and items.
Engagement activity increases instructional relevance
Engagement activity at beginning of testlet
Multiple items follow
3–9 items in each testlet
Each testlet assesses only one Essential Element
Exception: Writing testlets

24. Timing of Testlets English Language Arts Mathematics Science
10 to 15 minutes per testlet to complete
All students receive 1 writing testlet
Mathematics
6 to 8 testlets
5 to 15 minutes per testlet to complete
Science
9 or 10 testlets
Untimed
Ranges because Computer adapts items based on student’s performance
ELA Longer because of reading item twice minutes total
Math minutes total
Science minutes total
Complete minutes over a month

25. Testlet Types: Teacher-Administered and Computer-Delivered

26. Test Delivery Teacher-Administered Outside of Student Portal
Computer-Delivered
Directly to students online via Kite® Student Portal
Online content is for the test administrator
Test administrator sets up, delivers, and records responses
Mainly at initial linkage levels
Students interact independently with the computer using assistive technology as necessary
More common at upper linkage levels
TA has flexibility to enter student responses, many variations

27. Accessible Content Testlet levels
Core vocabulary and content-specific vocabulary
Careful attention to unnecessary complexity
System adapts between testlets
Principles of Universal Design for Learning (UDL) incorporated into item development process

28. DLM Roll Out
From instruction to assessment

33. Facilitated Module

34. Instruction: Opportunities to Learn
DLM Fundamentals Professional Development
modules online
Who are Students with Significant Cognitive Disabilities?
Universal Design for Learning
DLM Essential Elements (EEs) Overview
IEPs Linked to the DLM EEs
Released items from previous DLM assessments can be found at
Strongly recommend
Teachers can earn CEU certificate toward credential tiers, part of LEA Staff Development plan
Facilitated or individual
Hosted by University of North Carolina in partnership with DLM
Intent is to get teachers applying Ees in classroom so students have an opportunity to learn prior to testing.

36. Instructional Resources https://dynamiclearningmaps.org/erp_ye
Educator Resource Page
Essential Elements and Learning Map Model Resources
Guide to the foundational area of the learning map model
Professional development modules supporting Essential Elements dlmpd.com
Assessment Administration Resources
Instructional and Informational Videos
Science Activities
Demo Website NM web site

37. PD Modules Supporting Essential Elements https://dynamiclearningmaps
Found at NM Teacher Resources

38. Test Administration 3/9/ - 4/10/2020 Test Window January
TA Training & Certification
Early February
Data cleaning and rostering
Mid-February
TAs complete First Contact and Personal Needs and Preferences Profile
3/9/ - 4/10/2020
Test Window
Early June
Data corrections
Mid-June
Score reports available online
Further out plans, heads up
Test window consistent with past NMAPA calendar
Questions about DLM?

39. Instructionally Embedded Assessment
Optional feature included with Year End test model, would like to pilot
Benefits for Teachers – Instructional Guidance Give teachers time to develop and implement instruction for the chosen Essential Elements
experience administering testlets
Allow teachers to adjust instructional plans and reassess students as needed
Benefits for Students – Test Admin Practice, Provide opportunities for students to take testlets customized for individual needs
Provide more opportunities for students to show what they know and can do

40. What’s Next?

41. NMAPA Fall 2019 Senior Retake
Who takes it?
Grade 12 and 12+ students who need to pass NMAPA as a graduation requirement
When do they take it?
October 14 – November 1, 2019
When will LEAs get results?
Reports are due in districts January 27, 2019
Cohort 2020 or earlier,
That is students who entered grade 9 in SY or earlier

42. Test NMAPA Test Administrators (TA) Certification
TAs must be certificated or licensed and familiar with the student
District Test Coordinators (DTCs) create NMAPA accounts for TAs
Training modules are accessible online through the NMAPA web site
TAs who attended the in-person NMAPA training within the last three years are not required to take the training.
WARNING! Lack of TA certification may lead to a student’s test scores being invalidated.
As of Dec. 2017, licensure added. DIS providers,Paraeducators do not qualify.

43. Say good-bye to NMAPA and EGBEs
Extended Grade Band Expectations, alternate standards underpinning NMAPA.

44. NMPED’s To Do List Develop definition of “severe cognitive disability”
Develop guidance for IEP teams for placement options in assessments – general education with accessibility supports, accommodations, alternate assessments
Roll out new alternate assessment, DLM, and alternate standards, Essential Elements
Explore the interface between Unique Learning System assessments and DLM instructionally embedded assessments
Adopt Essential Elements to replace EGBEs

45. Resources District Test Coordinator DLM Web Site
Inspire Conference
5/30/2019
Resources
District Test Coordinator
DLM Web Site
New Mexico DLM Web Site
NMPED Assessment Bureau web page. Includes links to all assessments and NMPED resources
STOP here

46. Inspire Conference
5/30/2019
References
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
5.pdf