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NM Special Education Webinar October 16, 2013. High School Graduation Requirements. Graduation Requirements. Standard Pathway Accommodations Alternate Pathways Documentation. Standard Pathway Graduation Requirements. Course Requirements Assessment Requirements.

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slide1

NM Special Education Webinar

  • October 16, 2013

High School Graduation Requirements

graduation requirements
Graduation Requirements
  • Standard Pathway
    • Accommodations
  • Alternate Pathways
  • Documentation
standard pathway graduation requirements
Standard Pathway Graduation Requirements

Course Requirements

Assessment Requirements

standard pathway course requirements
Standard Pathway Course Requirements
  • 4 credits ELA
  • 4 credits math including Algebra II or equivalent
  • 3.5 credits social studies including US History and Geography, World History and Geography, Government and Economics, and 0.5 credit of NM History
  • 3 credits science, 2 of which must be lab sciences
  • 1 credit physical education
  • 1 career cluster course, workplace readiness or non-English language
  • 7.5 elective credits
  • 1 course of health(starting with 2017 cohort) in HS or MS
standard pathway course requirements1
Standard Pathway Course Requirements

At least one course must be Honors (H), Advanced Placement (AP), Dual Credit (DC), or Distance Learning (DL).

assessment requirements
Assessment Requirements

Based on Statute

NMSA 22-13-1-1

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NMSA 22-13-1-1-M

Beginning with the 2010-2011 school year, a student shall not receive a New Mexico diploma of excellence if the student has not demonstrated competence in the subject areas of mathematics, reading and language arts, writing, social studies and science, including a section on the constitution of the United States and the constitution of New Mexico, based on a standards-based assessment or assessments or a portfolio of standards-based indicators established by the department by rule.

slide8

Assessment Requirements for HS Graduation

Primary Demonstration of Competency

Math, Reading, Science: Pass SBA/HSGA

Writing and Social Studies: Pass 1 EoC in

each subject

slide9

Assessment Requirements for HS Graduation

HSGA Proficient (Passing) Scores

  • Math: 1137
  • Reading: 1137
      • OR 2273 combined Math + Reading (with neither at

“Beginning Step”)

  • Science: 1138
slide10

Assessment Requirements for HS Graduation

EoCProficient (Passing) Scores

  • Set by “Bookmark Method” of standard setting
  • Depend on the version
  • Published in the EoC Manual
alternate demonstration of competency adc
Alternate Demonstration of Competency (ADC)

ADC: Provides additional opportunities for students to meet assessment requirements.

ADCs include:

EoCs

CCR Indicators

See Graduation Checklist for options and CCR cut scores.

alternate demonstration of competency adc1
Alternate Demonstration of Competency (ADC)
  • If students do not demonstrate competency initially, they may use cut scores for one of the following as an ADC:
          • ACT
          • PLAN
          • PSAT
          • SAT
          • Accuplacer
          • COMPASS
          • IB Program
          • AP
          • EoC
eocs for high school graduation adcs
EoCs for High School Graduation—ADCs

MATH

Algebra I*

Algebra II

Integrated Math III

Math ADC

SCIENCE

Biology

Chemistry

READING

ELA III Reading

ELA IV Reading

SOCIAL STUDIES

Economics

NM History

U.S. Government

U.S. History

World History and Geog.

WRITING

ELA III Writing

ELA IV Writing

Student must pass Algebra II course to use Algebra I EoC.

district developed eocs
District-Developed EoCs

Districts may develop EoCs for any course for graduation purposes.

Follow FULL SET OF Quality Criteria and submit for approval.

http://www.ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/EOC/2013/EoC%20Quality%20Criteria%20V.1.1FINALpdf.pdf

assessment requirements1
Assessment Requirements

A student must attempt ALL administrations of the SBA/HSGA (H2, H3, H4 retakes) before implementing a passing EoC or other ADC score for reading, math, or science.

Students may bank passing scores proactively.

slide16

Testing Best Practices

  • ALL students may use “Best Practices” during assessments.
  • Use of Best Practices does not require an IEP.
  • Use should be determined and documented by the Student Assistance Team (SAT).
slide17

Testing Best Practices

  • Additional time between
  • sessions
  • Face student during test
  • administration
  • Group students by testing
  • accommodation
  • Multiple and frequent breaks
  • Extended administration time
slide18

Testing Best Practices

  • Preferential seating
  • Schedule additional time between
  • sessions
  • Test individually
  • Test in location with minimal
  • distraction
  • Test in small group (fewer than 10)
  • Visual, verbal, or tactile reminders
  • to stay on task
  • Place markers
slide19

Accommodations

Coded accommodations allowed for students with IEPs, 504 Plans, or current ELL status.

slide20

Biogrid Codes

Specific Accommodations for Testing.

Biogridcodes for all accommodations

(See Accommodations Manual)

slide21

Accommodations

  • Braille Version
  • Large Print
  • Signing of Test
  • Read Aloud Test Items
  • Read Aloud to Self
  • Assist Tech-Presentation
  • Color Overlays
  • Math Manipulatives
  • Manipulating Materials
  • Blank Graphic Organizer
  • Scribe-Selected Response
  • Scribe-Constructed Response
  • Assist Tech-Response
  • Audio Record Responses
  • PED-Approved Accommodation
slide22

Accommodations

  • Students must have used accommodations in daily instruction prior to use on standardized assessments.
  • Train TAs and Proctors on administration of accommodations.
  • Maintain records of testing accommodations administered during testing.
slide23

Accommodations

  • Some classroom accommodations may NOT be used during testing.
  • Modifications are
  • NOT ALLOWED.
slide24

Accommodations

  • Accommodation: an adjustment that removes a barrier presented by a disability to grant a student equal access as students without the disability.
  • Modification: change in the delivery, content, or complexity of an assessment that lowers expectations and/or assessed standards.
slide25

Non-Allowed Accommodations/Modification - Example

The read-aloud accommodation does not include the reading portion.

The reading portion of the SBA may NOT be read aloud.

slide26

Accommodations for ELLs

  • Read Aloud in English
  • Picture Dictionary
  • Spanish Language Version
  • Customized Dual Language Glossary
  • Commercial Word-To-Word Dictionary
  • Pocket Word-To-Word Translator
  • Read-Aloud Test Directions in Spanish
  • Read-Aloud Test Items in Spanish
  • PED-Approved Accommodation
slide27

Spanish-Speaking ELLs

  • All Assessments are available in Spanish
      • SBA/HSGA
      • EoCs
slide28

ELLs: First 3 Years

  • in U.S. Schools

Students may take assessments in Spanish or use Translator (for other languages).

slide29

4th & 5th Years in U.S. Schools

Students participate in English language version of assessments.

Waiver allows students to continue assessing in native language for 2 additional years.

Student must maintain ELL status to test in Spanish.

alternate pathways
Alternate Pathways

1) Standard

2) Career Readiness

3) Ability

nm diploma of excellence
NM Diploma of Excellence

NM diploma is the same regardless of the pathway.

career pathway
Career Pathway
  • Alternate program of study that develops students’ career interests and workplace readiness.
  • Goal: To produce students with the ability to gain meaningful employment.
career pathway1
Career Pathway
  • Should a student be on the Career Pathway?
  • Document rationale (on IEP) for rejecting standard pathway.
  • Base decisions on needs of student (not credit number or test scores).
  • Give parent/guardian information and obtain agreement.
career readiness standards with benchmarks
Career Readiness Standards with Benchmarks

Listed in the CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR CAREER AND TECHNICAL EDUCATION, GRADES 7-12 in Subsection 2.29.3.8 NMAC

http://www.nmcpr.state.nm.us/nmac/

career readiness standards with benchmarks1
Career Readiness Standards with Benchmarks

Standard I: Students will know and understand the importance of employability skills:

BENCHMARK 1: Identify and demonstrate the use of positive work

behaviors and personal qualities needed to be employable.

BENCHMARK 2: Develop a personal career plan to meet career goals and objectives.

BENCHMARK 3: Demonstrate skills related to seeking and applying for employment to find and obtain a desired job.

career readiness standards with benchmarks2
Career Readiness Standards with Benchmarks

Standard II: Students will explore, plan and effectively manage careers:

BENCHMARK 1: Maintain a career portfolio to document knowledge,

skills and experience in a career field.

BENCHMARK 2: Demonstrate skills in evaluating and comparing

employment opportunities in order to accept employment positions that

match career goals.

BENCHMARK 3: Identify and exhibit traits for retaining employment to

maintain employment once secured.

BENCHMARK 4: Identify and explore career opportunities in one or

more career options to build an understanding of the opportunities

available in the cluster.

career readiness standards with benchmarks3
Career Readiness Standards with Benchmarks

Standard II: Students will explore, plan and effectively manage careers:

BENCHMARK 5: Recognize and act upon requirements for career

advancement to plan for continuing education and training.

BENCHMARK 6: Continue professional development to keep current on

relevant trends and information within the industry.

BENCHMARK 7: Examine licensing, certification and credentialing

requirements at the national, state and local levels to maintain

compliance with industry requirements.

BENCHMARK 8: Examine employment opportunities in entrepreneurship

to consider entrepreneurship as an option for career planning.

ability pathway
Ability Pathway
  • For students with severe cognitive impairments that affect the student in multiple settings (school, home, community).
  • Goal: To produce students with the ability to gain meaningful employment.
extended grade band expectations
Extended Grade Band Expectations

Based on CCSS and NMSS.

Meaningful for Ability Pathway students.

http://ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/NMAPA/index.html

documentation for graduation
Documentation for Graduation

All Students:

1) Course credits completed

2) Assessment scores and pass/fail status

documentation for graduation1
Documentation for Graduation
  • Standard Pathway:
  • Next Step Plan
  • 8th – 12th Grades
  • Includes:
    • Plan for coursework based on post-graduation plans.
    • 12th grade Final Next Step Plan includes plans for college, trade program, internship, military service, or employment.
documentation for graduation2
Documentation for Graduation
  • Standard Pathway:
  • IEP can replace Next
  • Step Plan for SWD.
  • Same requirements:
    • Plan for coursework based on post-graduation plans.
    • 12th grade IEP includes plans for college, trade program, internship, military service, or employment.
important graduation information in iep
Important Graduation Information in IEP
  • FOR ALL STUDENTS WITH IEPs:
  • Documentation of Exceptionalities
  • Annual IEP Meeting Documents
  • Classroom Accommodations
  • Assessment Accommodations (and Best Practices)
  • Coursework and Post-Secondary Plans
important graduation information in iep1
Important Graduation Information in IEP
  • ADDITIONAL DOCUMENTATION FOR STUDENTS ON THE CAREER READINESS PATHWAY:
  • Rationale for placement on Career Pathway
  • Program of study with career cluster
  • Plan to achieve competency (and documentation of success) in all Career Readiness Standards and Benchmarks
  • Results of assessments and IEP-team established individualized passing scores
slide49
Guidelines for Setting Passing Scores on Graduation Assessments for CAREER and ABILITY PATHWAY STUDENTS
  • 1. Review student success in instruction and on assessments
        • Progress in classroom
        • Results from interim assessments
        • Scores on first attempt of the Graduation Assessment
slide50
Guidelines for Setting Passing Scores on Graduation Assessments for CAREER and ABILITY PATHWAY STUDENTS
  • 2. Identify the subject area(s) in which the student performed below the established cut score.
        • The student is reported to the state as “not proficient” in this area.
slide51
Guidelines for Setting Passing Scores on Graduation Assessments for CAREER and ABILITY PATHWAY STUDENTS
  • 3. Using information about the student’s ability, potential, and progress, determine an attainable target score for each subject on the assessment.
    • The target scores must be higher than the scores achieved on the first attempt, to promote progress.
slide52
Guidelines for Setting Passing Scores on Graduation Assessments for CAREER and ABILITY PATHWAY STUDENTS

The IEP Team may establish new passing scores after each assessment attempt, if necessary.

slide54

Contact Information

Joslyn Overby

Education Administrator

Assessment and Evaluation

[email protected]

505-827-6570

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