| Participation Criterion | Participation Criterion Descriptors | Documentation |
| The student has a most significant cognitive disability | Careful consideration to assess and determine whether the student has a most significant cognitive disability as specified in PED criteria and guidance documents Evidence of using New Mexico’s Alternate Participation Decision- making Tool for each student determined to be eligible for Alternate Assessment must be on file per PEDs Three-Tiered Alternate Assessment Monitoring Guidance Manual New Mexico State Definition of Most Significant Cognitive Disability B. For a local education agency to classify a student as having a “most significant cognitive disability,” all of the following must be true: 6. Student is already determined eligible for special education and has an IEP; 7. Student demonstrates cognitive functioning and adaptive behavior which are significantly below age expectations even with program modifications and accommodations (typically characterized as having IQ or adaptive behavior scores 2.5 standard deviations below the mean); 8. Student requires intensive, repeated, and direct individualized instruction and substantial supports in order to learn and generalize academic, functional, and adaptive behavior skills across multiple settings; 9. Student requires substantial modifications to access the general education curriculum; and 10. Student has a disability that results in dependence on others for meeting their daily living needs and they are expected to require considerable ongoing support into adulthood. B. A local education agency shall not classify a student as having a most significant cognitive disability based solely on: 9. disability classification; 10. below grade level academic achievement; 11. expected poor performance on the general assessment; 12. anticipated impact of student’s scores on accountability system; 13. anticipated disruptive behavior if student takes general assessment; 14. poor attendance; 15. English learner status; or 16. need for accommodations to participate in the general assessment. | LEAs must complete and have on file, a completed and signed New Mexico’s Alternate Participation Decision Making Tool/ for each student eligible for the state Alternate Assessment. |
| The student is primarily being instructed (or Taught) using the DLM® Essential Elements as content standards | Goals and instruction listed in the IEP for this student are linked to the enrolled grade level DLM® Essential Elements and address knowledge and skills that are appropriate and challenging for this student. See Guidance from PED legal July 2023 and NMAC 6.10.7.9
English Language Arts-Essential Elements | LEAs must complete and have on file, a completed and signed New Mexico’s Alternate Participation Decision Making Tool, for each student eligible for the state Alternate Assessment. |
| The Student requires extensive direct individualized instruction and substantial supports to achieve measurable goals in the grade-and age-appropriate curriculum. | The student requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature, and b. uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings. The DTC shall in accordance with department rules and standards:
See Guidance from PED legal July 2023 and NMAC 6.10.7.9 | LEAs must complete and have on file, a completed and signed New Mexico’s Alternate Participation Decision Making Tool, for each student eligible for the state Alternate Assessment. |
The following are not allowable (or acceptable) considerations for determining participation in the Dynamic Learning Maps® alternate assessment. See Guidance from PED legal July 2023
- Disability classification;
- Below grade level academic achievement;
- Expected poor performance on the general education assessment;
- Anticipated impact of student’s scores on accountability system;
- Anticipated disruptive behavior if student takes the general assessment;
- Poor attendance;
- English Language Learner (ELL) status;
- Need for accommodations to participate in the general assessment.