Implementation Considerations
If the IEP team determines a student with the most significant cognitive disability will participate in alternate assessments on Form I-7-A Participation Guidelines for Alternate Assessment, the student will take the Dynamic Learning Maps® (DLM) alternate assessment rather than participate in the ACT® with writing, PreACT® Secure, or the Forward Exam. 34 CFR § 300.320(a)(6)(ii); Wis. Stat. § 115.787(2).
Social studies assessments occur in grades 4, 8, and 10 utilizing a teacher rater form. This form should be based upon classroom observations and IEP teams do not need to document use of accommodations.
The DLM was designed using the principles of universal design for learning (UDL) and therefore the term accommodation is replaced with the phrases “accessibility features” and “supports.” This is an online assessment delivered either via the computer; however, some students may need their teacher to present the items to them. The teacher will then enter the student’s response into the online platform.
As with all assessments, accessibility features should be chosen on the basis of the individual student's needs, not on the basis of the disability category, grade level, or instructional setting. Once selected, accessibility supports should be used consistently for instruction (as much as possible) and assessment. Due to the nature of computerized assessments versus non-computerized instruction, some supports may not be usable during instruction. To help students gain experience with the specific supports selected for them, educators should work with students to complete practice activities and take released assessments online. Students can use the practice activities as often as needed. Each educator, and anyone responsible for the implementation of the accessibility supports, must be informed of the specific supports that have been selected for each student and should participate in the evaluation of the supports.
Form Content and Explanations
Content: Section A: Category 1: Accessibility features/supports provided within the DLM system. Explanation: Some accessibility features/supports are provided within the DLM system (embedded) but must be activated through the Personal Needs Profile (PNP) before administering the assessment. Previous examples of accessibility features/supports provided within DLM include, but are not limited to magnification, spoken audio, and color contrast. Please list the embedded accessibility features/supports the student needs. For information on accessibility features/supports within DLM, refer to the Department's DLM Accommodations and Supports webpage. 34 CFR § 300.320; Wis. Stat. § 115.787.
Content: Category 2: Accessibility features/supports requiring additional tools or materials. Explanation: Other accessibility features/supports require additional tools or materials. Previous examples of accessibility features/supports requiring additional tools or materials include but are not limited to uncontracted Braille and individualized manipulatives. Please list the accessibility features/supports requiring additional tools or materials that the student needs. For information on other accessibility features/supports that require additional tools and materials, refer to the Department's DLM Accommodations and Supports webpage. 34 CFR § 300.320; Wis. Stat. § 115.787.
Content: Category 3: Accessibility features/supports provided outside of the DLM system. Explanation: Finally, some accessibility features/supports are provided outside the DLM system. Previous examples of accessibility features/supports provided outside the DLM system include but are not limited to human read aloud and sign interpretation. Please list the accessibility features/supports provided outside the DLM system the student needs. For information on accessibility features/supports outside DLM, refer to the Department's DLM Accommodations and Supports webpage. 34 CFR § 300.320; Wis. Stat. § 115.787.