The New Mexico Alternate Assessment
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Transcript of The New Mexico Alternate Assessment
![Page 1: The New Mexico Alternate Assessment](https://reader031.fdocuments.net/reader031/viewer/2022013112/56812c44550346895d90c8d5/html5/thumbnails/1.jpg)
Media AYP TrainingMedia AYP Training
The New Mexico Alternate The New Mexico Alternate AssessmentAssessment
Albuquerque TVI Workforce Albuquerque TVI Workforce Training CenterTraining Center
July 24, 2006July 24, 2006
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Media Training OutcomesMedia Training Outcomes
• At the end of this training, you should have an increased understanding of:1. what alternate assessments are2. the student population of students with significant
cognitive disabilities3. the participation criteria for our alternate
assessments4. how the alternate assessments fit within our
assessment system• 1% Rule
5. how all students with disabilities are included in New Mexico’s assessment program
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What is alternate assessment?What is alternate assessment?
• Alternate assessments are tests designed for students with significant cognitive disabilities, who are unable to participate in the general assessment even with allowable accommodations
• They are not pencil/paper assessments• They must meet the same technical
adequacy expectations as the general assessments
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Topical AgendaTopical Agenda
• Student Profiles• Participation Criteria• Test development process• Test design of NMAPA• Test results generated• Reporting• Systems improvement• Accommodations
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Meet Anne
• 14 year old student• Non verbal• Uses a wheelchair
for mobility• Can visually attend
to task• Uses eye gaze when
answering or requesting
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Meet Juan
• 13 year old middle school student
• Uses a wheelchair
• Poor articulation skills
• Visually impaired
• Reads 3 – 5 word sentences
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Participation CriteriaParticipation Criteria
• (a) the student’s past and present levels of performance in multiple settings (i.e., home, school, community) indicate that a significant cognitive disability is present;
• (b) the student needs intensive, pervasive, or extensive levels of support in school, home, and community settings; and,
• (c) 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 (home, school, community).
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Test Design of NMAPATest Design of NMAPA
• Standardized performance tasks– administered one on one– teacher scores responses
• Mathematics, reading, writing, and science
• Grades 3-12 and beyond
• Four proficiency levels: beginning step, nearing proficiency, proficient, advanced
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Reporting ResultsReporting Results
• Results are reported in the same manner and frequency as the results for the general assessments
• Alternate assessment results must be reported separately, both number of students and academic achievement
• Standard setting defines achievement level descriptions (ALDs) and cut scores, which set the bar for proficiency levels
• 1.0 Percent Rule
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Ensuring appropriate participation Ensuring appropriate participation of students with disabilitiesof students with disabilities
• Participation in the general assessment
• Participation in the general assessment with accommodations
• Participation in the alternate assessment
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AccommodationsAccommodations
• The NMPED publishes a comprehensive array of accommodations in our Procedures Manual to address the following deficits and ensure that our assessments are measuring ability and not disability:– Cognitive– Sensory (vision, hearing, integration)– Orthopedic– Attention/behavior
• Accommodations are changes to the administration of an assessment that do not affect the results
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Accommodations AuditingAccommodations Auditing
• The NMPED monitors accommodations in three ways:
1. Focused Monitoring through special education2. Online accommodations audit (10% sample)3. Assessment system random on-site audits
• This helps to ensure that all students with disabilities receive accommodations that are instructionally relevant and necessary because of a specific skill deficit
• We must uphold high standards for our students
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Review & Questions?Review & Questions?1. what alternate assessments are2. the student population of students with
significant cognitive disabilities3. participation criteria for the alternate
assessments4. how the alternate assessments fit within our
assessment system• 1% Rule
5. how all students with disabilities are included in our assessment system
![Page 14: The New Mexico Alternate Assessment](https://reader031.fdocuments.net/reader031/viewer/2022013112/56812c44550346895d90c8d5/html5/thumbnails/14.jpg)
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Thank You for Coming!Thank You for Coming!
• If you have any questions regarding the New Mexico Alternate Assessments, please contact:
– Dan Farley (505) 827-6577 or [email protected]
and I’ll refer you to Beverly!