HomeNewsEvents

Para la traducción hacer clic en el cuadro de arriba
Para tradução em Português, por favor clique a caixa em cima

Dynamic Learning Maps (DLM) Alternate Assessments

The alternate assessments are designed for students with significant cognitive disabilities. The structure of the alternate assessments are designed around the students’ physical and cognitive disabilities in a way that allows them to answer test questions and participate in the test as independently as possible.

Students participate in state assessments in one of three ways. 

  1. The general assessment  (RICAS and the new RI Science Assessment)
  2. The general assessment with accommodations (RICAS and the new RI Science Assessment)
  3. The alternate assessments

Students eligible for alternate assessments make up approximately 1% of the student population. Beginning in 2018, Rhode Island will have two new alternate assessments: 

  1. The Dynamic Learning Maps (DLM) in science.
  2. The Dynamic Learning Maps (DLM) in English Language Arts (ELA) and mathematics.

More information on the DLM alternate assessments will be posted on the tabs below and can also be found at www.dynamiclearningmaps.org.

Test Coordinator/District Administrator Information

2018 Test Coordinator Handbook (pdf): This handbook contains snapshots of each assessment in the Rhode Island Statewide Assessment Program. It includes dates, contact information, and other important details about each assessment being administered in Rhode Island during the 2017-18 school year.

Training for District Test Coordinators, Special Education Directors, and any other district staff involved in preparing for or administering the DLM alternate assessments may view the online training modules on the DLM website and the documents listed below: http://www.dynamiclearningmaps.org/district-staff-training-resources-ye.

Training for District Data Managers and Technology Coordinators will need to view the following online training modules and download the two documents listed below: http://www.dynamiclearningmaps.org/district-staff-training-resources-y.

Medical Exemptions: Please use the guidance and information found on the Assessment Exemptions page to request a medical exemptions. NOTE: Outplacement schools must contact the sending district to request a medical exemption for a student; ouplacement schools do not have access to this system.

 

Test Administrator (Teacher) Resources

This page contains important information for test administrators on preparing for and administering the DLM alternate assessments.

Documents Test Administrators Will Need:

  • Checklist for Test Administrators (pdf) contains a list of all activities necessary to ensure that you are ready and prepared to administer the DLM alternate assessments.
  • DLM Test Administrator Manual (pdf) contains information on administering the Dynamic Learning Maps assessments to students, including how to complete the First Contact Survey and how to access the online practice tests.
  • DLM Accessibility Manual (pdf) contains information on accommodations and other test supports for students eligible to take this assessment. All accommodations must be included in the student's IEP.

Test Administrator (Teacher) Training: 

  • Test Administrator Training site (KITE Client) (see page 32 in the Test Administrator Manual for information on how to access the Moodle site and complete the required training.
    • NOTE: The training site is separate from Educator Portal and you must have the KITE Client downloaded on the computer or laptop you will use for testing.

Practice Tests and Released Testlets:

  • Practice Test Site (KITE Client)
  • Practice tests and released testlets can be accessed through the KITE Client used for the Test Administrator training modules. See page 36 in the Test Administrator Manual for information on how to log in using the demo student login information.

Materials Lists by Content Area

How to Start the DLM Tests (where to find the test tickets and TIPs)

​How to Know if You're Done Testing

Instructional Professional Development for Teachers

The MSAA and RIAA portfolio assessments will no longer be administered in Rhode Island. The 2017 administration was the last administration of these assessments. Final district, school, and student reports were mailed to districts in September, 2017. Please contact your district office for copies of these reports. The basics on DLM (www.dynamiclearningmaps.org):

  1. The Test Window for DLM English language arts and mathematics assessments, in grades 3-8 and 11, from April - May, 2018. 
  2. The DLM assessments are aligned to the Common Core State Standards (CCSS) through the learning maps and Essential Elements (EEs). 
  3. The assessments are adaptive, meaning that as a student responds to a set of test items (called “testlets”), the difficulty of the next testlet will change. Each testlet has 5-7 items. Answers must be entered for the student after each testlet is complete.
  4. Training for DLM assessments will be through online modules. Test Administrators will have to pass each end-of-module test before being able to take the next module. 
  5. Instructional Professional Development Modules: DLM developed online, self-paced modules that cover a range of topics such as: 
  • writing IEPs aligned to the Essential Elements; 
  • understanding the Essential Elements; 
  • understanding and teaching to the Common Core State Standards through the Essential Elements for ELA and mathematics; 
  • understanding and teaching to the Next Generation Science Standards through the Essential Elements for science 
  • Instructions on how to access these professional development modules on the DLM site can be found here: Accessing Instructional Professional Development Modules (pdf)

NEW Science Instructional Activities

Rhode Island is a state partner in the Dynamic Learning Maps® (DLM®) Science Alternate Assessment Consortium.  Teaching resources on the DLM website are designed for teachers administering the DLM science assessments and include sample instructional activities that correspond to select DLM Essential Elements in science. The DLM Science Consortium is conducting a study to evaluate teachers’ use and perceived efficacy of the science instruction activities.
 
If you are a teacher who either has used or is planning to use the DLM science instructional activities during the 2017-2018 academic school year (located here: http://dynamiclearningmaps.org/sci_resources) to respond to a brief survey about the activities. The survey link will remain active until April 2018 in order to allow teachers the opportunity to complete the survey any time after they choose to use an instructional activity. The information collected from the survey will be used to help guide future development efforts for the science activities. 

The survey is completely voluntary, and all responses will be kept confidential. This survey takes about 5 to 10 minutes to complete. 

Link to Science Instructional Activities: http://dynamiclearningmaps.org/sci_resources
Link to Science Instructional Activities Survey: https://kansasedu.qualtrics.com/jfe/form/SV_5t0tWMHjEgO4J1z

Questions about the science instructional activities or survey should be directed to dlm@ku.edu.


Accommodations Information for the DLM Alternate Assessments

The following documents can also be found on the Dynamic Learning Maps website at www.dynamiclearningmaps.org 

Eligibility for the Alternate Assessment

All IEPs for students with disabilities, regardless of the test they take (RICAS or DLM) must have their yearly goals aligned to the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) for their enrolled grade level. The DLM assessments have Essential Elements (EEs) that provide examples for how to break down the CCSS for students and can be used for intermediate goals but not for their yearly goals. If you have questions about writing IEPs, please contact David Sienko, Director, Office of Student, Community, and Academic Supports at David.Sienko@ride.ri.gov.

Eligibility Criteria for the Alternate Assessment

The 2017-18 Guidance for Determining Eligibility for the Alternate Assessments is for all members of a student’s IEP Team to help them determine if a student meets the three eligibility criteria. The Guidance document contains the form that IEP Team members must read and include with the student’s IEP confirming that the student meets all eligibility criteria.

2017-18 Guidance for Determining Eligibility for the Alternate Assessments

Exemptions from Testing

ALL Rhode Island public school students — including students with disabilities and students receiving services in-state or out-of-state at outplacement special education facilities — are expected to take part in Rhode Island’s statewide assessment program.

    Students who experience a medical emergency or crisis during testing may be eligible for an exemption. RIDE defines a medical emergency as an incident involving a medical condition or injury or a crisis requiring hospitalization, clinical care, or special treatment in response to the incident. Typically, the incident prevents the student from receiving instruction and from participating in assessment for the remainder of the testing window.

To review guidance, obtain forms, or submit an exemption for a student taking the alternate assessments, please visit the following webpage:

Assessment Exemptions

1% Rule: Student Participation in the Alternate Assessment

The recent update to Every Student Succeeds Act (ESSA) regulations established a one percent threshold, statewide, on the number of students taking alternate assessments. The one percent calculation is based on the total number of students taking a statewide assessment in any tested content area. If an LEA exceeds the one percent threshold, RIDE will work with the LEA to confirm the overall number of students taking alternate assessments, including any discrepancies in the data, and to ensure that the LEA is training IEP Team adequately and applying the eligibility criteria accurately and consistently. The ESSA regulations require local educational agencies (LEAs) to do the following:

  • Notify the Rhode Island Department of Education if the LEA believes they will exceed one percent of the total assessed student population taking alternate assessments by completing the One Percent Justification Form.
  • Ensure that parents/guardians of students with disabilities who take alternate assessments be clearly informed that their child's academic achievement will be measured on alternate achievement standards.
  • Train IEP Teams: LEAs will be expected to train IEP Teams annually on the One Percent Rule and ESSA regulations; Eligibility Criteria and decision-making procedures for determining eligibility for the alternate assessment; and the IEP Team Assurances listed on the Participation Criteria for Alternate Assessments Form (page 9) in the Guidance for Determining Eligibility for Alternate Assessments document.

Please use the information below to ensure your LEA meets these requirements:

Step 1: Understand the ESSA Requirements

In order to assist LEAs in meeting the requirements of ESSA, to ensure that RIDE calculations are correct, and to ensure they are identifying students appropriately, please view the following:
  • View the webinar recording: One Percent Rule: ESSA and Alternate Assessment. This webinar was given on March 9, and explains the one percent rule, how the one percent is calculated, what current percentages are for LEAs, eligibility criteria, and what steps LEAs need to take to ensure they meet all requirements. An annotated copy of the presentation is below under Step 4.
  • Review data on percentage of students identified as eligible for alternate assessment for your LEA (pdf): RIDE calculated the percent of students identified as eligible for the alternate assessment for each LEA and for the state. Rosters for each LEA containing student information used by RIDE to calculate the percentages can be found in the District Exchange folder.

Step 2: Ensure Accurate Data, Ensure Accurate Calculations

To ensure accurate calculations, LEAs should take the following actions: 

  • Calculate percentage using LEA data. Even though RIDE calculated the percentage of students using the data from the Special Education Census and Enrollment Census, LEAs should make their own calculations using their own data in order to identify discrepancies. The webinar will explain how the one percent is determined so LEAs may replicate the calculations.
  • Review student information system information being transmitted to the Enrollment Census to ensure that all enrolled students have accurate information and are correctly enrolled to your LEA, including students attending outplacement schools within and outside of Rhode Island. 
  • Review Special Education Census data to ensure the following number codes in the Assessment Accommodations section are correctly applied to all students:
    • 1 = without accommodation is only for students who will take RICAS, PSAT10, SAT, and NGSA.
    • 2 = with accommodations is only for students who will take RICAS, PSAT10, SAT, and NGSA with accommodations.
    • 3 = alternate assessment is only for students who will take DLM alternate assessments in ELA, mathematics, and science.
    • Grade level is accurate.

Step 3: Notify the Rhode Island Department of Education, if necessary.

If an LEA believes they will exceed one percent of its total assessed student population taking the alternate assessments, the LEA must provide justification for surpassing that threshold. RIDE is required to notify the U.S. Department of Education and to post this information publicly. LEAs must complete the One Percent Justification Form by March 23, 2018 if they will exceed one percent of students taking the alternate assessments for 2018. 

  • NOTE: LEAs who will not exceed the one percent and Outplacement schools should not complete this form.

Step 4: Train IEP Teams

All LEAs, not just ones who exceed the one percent threshold, will be expected to train IEP Teams annually on ESSA and the one percent rule, the eligibility criteria and the IEP Team Assurances Form. In order to assist LEAs with this task, an annotated presentation is provided below as well as a recorded version of the presentation.

Step 5: Ensure that Parents/Guardians are Informed

Ensure that parents/guardians of students with disabilities who take alternate assessments be clearly informed that their child's academic achievement will be measured based on "alternate achievement standards". Parents/guardians must also be informed of any other implications, including any effects of local policies, which result from the student's participation in the alternate assessment. 

While this is already part of RIDE's process for determining eligibility for the alternate assessments, it is important that the IEP Team Assurances Form, found in the Guidance for Determining Eligibility for the Alternate Assessments, be signed each year by a member of the IEP Team to confirm that the necessary discussions with the parents/guardians happened.

 

 

Test Results

STATE RESULTS FOR MSAA:

STATE RESULTS FOR NCSC:

STATE RESULTS FOR RIAA:

SCORE REPORT INTERPRETATION GUIDES:

TECHNICAL REPORTS AND MANUALS:

RIAA ALIGNMENT STUDIES:

DLM Help Desk Information

DLM Service Center: Contact the DLM Service Center with questions on the DLM website including KITE, Moodle training issues, and Educator Portal:

Telephone: 855-277-9751

Email: dlm-support@ku.edu

 

Site Documents

Documents on this site require the use of the following programs:

DOC - Microsoft Word

PDF - Acrobat Reader

PPT - Microsoft PowerPoint

XLS - Microsoft Excel