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Sonya Solock - Amira Customer Success Manager

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Sonya Solock - Amira Customer Success Manager

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sonya.solock@amiralearning.com

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University of Kansas - ATS (Contractor)

NM-ASR Assessment Literacy Specialist

lisagarcia_sta@ku.edu

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Cognitive Rigor & DOK Focus Area

The Hess Cognitive Rigor Matrices (CRMs)

and translated for use in many countries around the world!

See an excerpt from Rigor by Design, Not Chance (2023) - THE ACTIONABLE ASSESSMENT CYCLE

​

Did you miss my September 2021 webinar, sponsored by Mentoring Minds? Watch now on demand: Looking for Rigor in All the 'Right' Places

Module 1 of my Local Assessment Toolkit provides an in-depth approach to introducing cognitive rigor and using the Hess CRMs to plan instruction and design assessments.

To Download the Hess CRMs, click onto each TOOL below

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- Tool #1: Close Reading & Listening CRM

- Tool #2: Math & Science CRM

-Tool # 5A: Fine Arts CRM

SPANISH versions of Hess CRMs: Tools #1-5D

7 Common Misconceptions about Rigor & DOK

Some of the resources referencing Karin's work or have chapters by Karin:

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Ainsworth, L. & Donovan, K. (2019). Rigorous Curriculum Design. (second edition). The International Center for Leadership in Education.

Ainsworth, L. (2015) Common Formative Assessment 2.0. Corwin.

Ainsworth, L. (2014). "Unwrapping" the Common Core (second edition).

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Bailey, K. & Jakicic, C. (2016). Simplifying Common Assessment. Solution Tree Press.

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Blackburn, B. (2022) Rigor in your Classroom: A Toolkit for Teachers - Second Edition. Routledge.

Brulles, D., Brown, K., & Winebrenner, S. (2016). Differentiated Lessons for Every Learner. Prufrock Press.

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Center for Collaborative Education. (2012). Quality Performance Assessment: A Guide for Schools and Districts . Boston, MA: Author.

Colby, R. (2017). Competency-Based Education: A New Architecture for K-12 Schooling. Harvard Education Press.

Francis, E. (2021). Deconstructing Depth of Knowledge: A Method & Model for Deeper Teaching and Learning. Solution Tree.

Francis, E. (2016). Now That's a Good Question! ASCD.

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Gibson, V., Cárdenas-Hagan, E., & Hess, K. (2019). Ready to Advance: A New Comprehensive Early Learning Curriculum. Benchmark Education Company.

Hogan, M. & Smart, S. (2020). Fundamentals of Literacy Instruction and Assessment, PreK-6, Second Edition. Paul Brookes Pub.

Love, S. & Strobaugh, R. (2019-2021). Critical Thinking in the Classroom: A Practitioner's Guide. Tyler, TX:Mentoring Minds.

Pijanowski, L. (2018). Architects of Deeper Learning Intentional Design for High Impact Instruction. The International Center for Leadership in Education.

Sousa, D. (2022). How the Brain Learns, 6th edition. Corwin

Stack, B. & Vander Els, J. (2017). Breaking with Tradition: The Shift to Competency-Based Learning in PLCs. Solution Tree.

Vander Els, J. & Stack, B. (2022). Unpacking the Competency-Based Classroom: Equitable, Individualized Learning in a PLC at Work. Solution Tree.

Walsh, J.A. & Sattes, B. D. (2017). Quality questioning: Research-based practices to engage every learner. (2nd Ed). A Joint Publication: McREL International & Corwin.

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Winebrenner, S. & Kiss, L. (2014). Teaching Kids with Learning Difficulties in Today's Classrooms. Free Spirit Publishing.

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Cognitive Rigor and DoK | Karin Hess, PhD

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Cognitive Rigor & DOK Focus Area The Hess Cognitive Rigor Matrices (CRMs) and translated for use in many countries around the world! See an excerpt from Rigor by Design, Not Chance (2023) - THE ACTIONABLE ASSESSMENT CYCLE ​ Did you miss my September 2021 webinar, sponsored by Mentoring Minds?

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Video: NM-ASR Individual Student Report Interpretation

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Video: NM-ASR Individual Student Report Interpretation

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This video is appropriate for parents and educators. It gives an in-depth look at the Individual Student Report including instructions for accessing the reports from Kite Parent Portal and Kite Educator Portal.

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Quantile Grade Level Charts - National Norm Data

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Quantile Grade Level Charts - National Norm Data

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Use the Quantile Grade Level Charts to understand student performance compared to National Norms. These charts can help set goals and facilitate conversations with parents.

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Quantile Grade Level Charts - LEXILE & QUANTILE HUB

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What are Quantile Student Measures by Grade?A research study was conducted to describe Quantile ranges for each grade. Data for these national student norms came from a sample of over 3 million students across the United States and the Virgin Islands who were administered tests that reported Quantile measures from 2010 to 2019.

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Lexile Grade Level Charts - National Norm Data

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Lexile Grade Level Charts - National Norm Data

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Use the Lexile Grade Level charts to understand student performance compared to National Norms. These charts can help set goals and facilitate conversations with parents.

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What are Lexile Student Measures by Grade?A research study was conducted to describe Lexile ranges for each grade. Data for these national student norms came from a sample of over 3 million students across the United States and the Virgin Islands who were administered tests that reported Lexile measures from 2010 to 2019.

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Learn about the newly redesigned Lexile and Quantile Hub! - FREE premium access for all NM educators (register today!)

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The Redesigned Lexile® and Quantile® Hub!

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Resources for Managing Multiple Measures

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Resources for Managing Multiple Measures

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FAQs, explainers, and tools to assist with understanding and managing multiple measures across assessments.

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Frequently Asked Questions - FAQs - LEXILE & QUANTILE HUB

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Welcome to our FAQ page! Here, you’ll find answers to some of the most common questions about the Lexile and Quantile Hub.

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Reminder: Do not give out, loan, or share your password with anyone. Allowing others access to your Educator Portal account may cause unauthorized access to private information. Access to educational records is governed by federal and state law.

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Reminder: Do not give out, loan, or share your password with anyone. Allowing others access to your Educator Portal account may cause unauthorized access to private information. Access to educational records is governed by federal and state law.

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Professional Development Modules Organized by Claim or Domain

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Dynamic Learning Maps Professional Development

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Given COVID-19's disruption to the 2020 spring assessment window and a long absence from school, DLM is providing guidance on how instructionally embedded assessments may be used as a baseline measure to help teachers better understand their students' instructional needs for the 2020-2021 school year. Go here for the Guidance document.

Educator Resource Videos
videos provide information about assessment format, accessibility, and Educator Portal procedures

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Given COVID-19's disruption to the 2020 spring assessment window and a long absence from school, DLM is providing guidance on how instructionally embedded assessments may be used as a baseline measure to help teachers better understand their students' instructional needs for the 2020-2021 school year. Go here for the Guidance document.

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Expanding Reading Instruction with Multilingual Learners

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Expanding Reading Instruction with Multilingual Learners

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Administrator Supplement: WIDA ELD Standards Framework Implementation, What, Why, and How?

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Administrator Supplement: WIDA ELD Standards Framework Implementation, What, Why, and How?

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Administrator Supplement: WIDA ELD Standards Framework Implementation, What, Why, and How?

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The Administrator Supplement: WIDA English Language Development Standards Framework Implementation Guide offers practical guidance for administrators who wish to focus on strategic and programmatic aspects of standards implementation.

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Guideposts for Reading Instruction with Multilingual Learners

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Guideposts for Reading Instruction with Multilingual Learners

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Guideposts for Reading Instruction with Multilingual Learners

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In this WIDA Webinar, we explore five critical, research-based aspects or “guideposts” of reading instruction for multilingual learners. For each guidepost, attendees receive an overview of the current research and strategies and tips for how it translates to classroom instruction.

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Strategies for Supporting Multilingual Newcomers

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Strategies for Supporting Multilingual Newcomers

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Strategies for Supporting Multilingual Newcomers

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Multilingual newcomers are the fastest growing demographic across U.S. school systems, arriving in K-12 classrooms at increased rates in more and different locations than ever before. These students enter our buildings offering unique cultural and linguistic assets while also possessing distinct academic, social-emotional and linguistic needs. We met to discuss how we can build and strengthen systems that promote multilingual newcomers’ success in classrooms across the consortium! During this webinar, we talk about the latest trends relating to our nation’s multilingual newcomers, engage in research-backed approaches centering their learning, and participate in goal setting for future programming with multilingual newcomers and their families in mind.

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Aligning AI for Multilingual Learners: Integrating the WIDA Standards Framework into Prompts

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Aligning AI for Multilingual Learners: Integrating the WIDA Standards Framework into Prompts

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Aligning AI for Multilingual Learners: Integrating the WIDA Standards Framework into Prompts

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This webinar explored how to use artificial intelligence (AI) effectively to create engaging and standards-based activities for multilingual learners. It focused on techniques to avoid generic results and tailor AI prompts to the specific needs of multilingual learners, aligned with the WIDA English Language Development (ELD) Standards Framework. This webinar was designed to be interactive, with opportunities to crowd-source examples for using AI effectively to promote content-based language learning for multilingual students.

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners Video

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners Video

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Using ACCESS for ELLs to Promote Beneficial Outcomes for English Learners Video

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This video provides a breakdown of the role school/district-level educators, state-level administrators and WIDA play in using or developing ACCESS test scores, interpreting scores and making decisions based on scores to best serve English learners. Share this video with colleagues so that everyone who supports English learners understands what it takes to get positive and intended outcomes for their students.

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new mexico standards based assessment guides

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new mexico standards based assessments frequently asked questions

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new mexico sba frequently asked questions

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new mexico standards based assessment training

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new mexico standards based assessment test coordinator's manual

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new mexico sba test coordinator's manual

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new mexico standards based assessment directions for administering

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new mexico sba directions for administering

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new mexico standards based assessment directions for administering paper based tests

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new mexico sba directions for administering paper based tests

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new mexico standards based assessment directions for administering computer based tests

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new mexico sba directions for administering computer based tests

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Resources - NM-MSSA - New Mexico Help & Support

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NM-ASR Assessment and Data Literacy Professional Learning

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NM-ASR Assessment and Data Literacy Professional Learning

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Custom-designed professional learning sessions for school teams about NM-ASR Assessment Literacy are available both on-site and virtually. Some topics for sessions include:

Understanding the NM Stem Ready! Standards (NGSS)

Understanding 3D Science Classrooms

NM-ASR Test Blueprint Design

NM-ASR Practice Tests

NM-ASR Test Administration

NM-ASR Data Literacy: How to analyze and interpret data

Instructional Planning: Using NM-ASR data to drive instruction

If interested in setting up a meeting to plan a session for your school team, please fill out the interest form:

bit.ly/4aV0yzC

For more information about NM-ASR Assessment and Data Literacy Professional Learning, contact:

Lisa Garcia

NM-ASR Assessment Literacy Specialist

lisagarcia_sta@ku.edu

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Video: NM-Assessment of Science Readiness 101

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Video: NM-Assessment of Science Readiness 101

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This video covers basics about the NM-ASR. Parents and anyone who would like to know more about the NM-ASR would benefit from the information.

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Part 4: New Mexico Assessment of Science Readiness 101

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NM-ASR Assessment Literacy Video #3: Understanding the NM-ASR

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NM-ASR Assessment Literacy Video #3: Understanding the NM-ASR

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This video explains how 3-D assessment results from 3-Dimensional teaching & Learning. NM-ASR Item Types and Practice Tests are discussed.

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Kate Morlock

College Board Associate Director for New Mexico Implementation

kmorlock@collegeboard.org | Book a meeting

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The Skills Insight™ helps test takers make productive use of their digital SAT® Suite scores. In this tool, you can view Skills Insight statements that show what test takers in particular Reading and Writing and Math section score ranges typically know and can do.

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Skills Insight Tool – SAT Suite | College Board

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The Skills Insight™ Tool helps test takers make productive use of their digital SAT Suite of Assessment scores.

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NM Standards & SAT Content Alignment Table for HS ELA 

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NM Standards & SAT Content Alignment Table for HS ELA 

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NM Standards Alignment Tables_English Reading & Writing

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NM Standards & SAT Content Alignment for Math 

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NM Standards & SAT Content Alignment for Math 

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NM SAT Standards Alignment Tables_HS Mathematics

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This document gives step by step instructions to educators on how to access report CSVs from the Kite Educator Portal.

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NM-ASR Assessment Literacy Video Series Part 2

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NM-ASR Assessment Literacy Video Series Part 2

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"Understanding 3D Science Classrooms" helps educators understand what three dimensional science teaching and learning means in order to better understand the 3D aspects of the NM-ASR. The video also explains what to expect when learning happens in three dimensions, and gives suggestions on how to get started using the NM STEM Ready! Science Standards.

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Understanding 3-D Classroom Science Part 2

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NM-ASR Assessment Literacy Video Series Part 1

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NM-ASR Assessment Literacy Video Series Part 1

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"Understanding the Next Generation Science Standards (NGSS)" gives educators at any level of understanding of the NM STEM Ready! Science Standards brief, yet concise, background into how the standards came about. The video also explains each component of the standards, and calls attention to details to notice when reading the standards.

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One stop shop for NM-ASR resources including administration manuals, score interpretation guides, and guides for technical assistance on the Kite Portal

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Video Library: Utilizing Lexile and Quantile Measures

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Video Library: Utilizing Lexile and Quantile Measures

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The Video Library covers topics such as:

Overviews of the Lexile and Quantile Frameworks,

Navigating the Lexile & Quantile Hub,

Quick-start tutorials for Lexile & Quantile Hub tools, and

Classroom applications of Lexile and Quantile measures.

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Video Library: Utilizing Lexile® & Quantile® Measures - MetaMetrics Inc.

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Videos to help educators get the most out of their students' Lexile and Quantile measures and premium access to the Lexile and Quantile Hub.

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Use this link to find detailed guidelines for the annual Spanish language proficiency testing and to establish connection for test administration.

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Avant Assessment for Bilingual Multicultural Education Programs (BMEPs)

Collapse All Expand All

Avant Assessment for the New Mexico State Seal of Bilingualism-Biliteracy (SSBB)

We look forward to supporting you with your testing!
Questions? Email Bonnie Buck at bonnie.buck@avantassessment.com for help!

New Mexico's STAMP Story

In 2018, the Bilingual Multicultural Education Program (BMEP) Assessment taskforce was selected to research, review and identify assessments for Spanish language proficiency in Reading, Writing, Listening, and Speaking that are rigorous and meet the states' Regulations and Standards.

The BMEP Assessment taskforce members worked in coordination with the state, via direct advisement to the Language and Culture Bureau. After careful and thorough review of the various assessments, the taskforce recommended Avant STAMP as the best available assessment for the students of New Mexico.

Avant STAMP assessment scores are based on the ACTFL Proficiency Guidelines, which the state has adopted.

Avant STAMP scores are delivered electronically within seven business days, allowing for the data to be utilized for driving instruction and making program decisions. Individual student Speaking and Writing responses are available for viewing to teachers and administrators, along with class summary charts.

The Avant STAMP assessments are administered in a group setting and take an average of two hours to complete. STAMP assessments feature a unique adaptive design, so students never see the same test.

Avant also offers language proficiency assessments in a variety of languages to accommodate testing for the State of New Mexico Diploma of Excellence Bilingual and Biliteracy Seal.

Avant is honored to support the students of New Mexico with achieving their language proficiency goals.

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Read about the New Mexico Public Education Department and Avant partnership for Spanish language proficiency assessment in the state.

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Experience the test taking process for yourself to get a feel for how the actual test will be.

STAMP 4S: 7th to 12th grade students

STAMP 4Se: 2nd to 6th grade students

STAMP 2Se: Kindergarten and 1st grade students (take the Listening and Speaking sections of the STAMP 4Se sample test)

STAMP 4S Spanish Monolingual: 7th to 12th grade students who need test instructions presented in the Spanish language

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Experience the test flow of Avant's different language proficiency tests and try out sample tests for all levels of difficulty.

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Learn tips and strategies for each section of the STAMP assessments.

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Avant STAMP

Avant STAMP Getting Started Guide

Welcome to the Avant STAMP Getting Started Guide for Education. This video is intended to assist test takers in a school, district, or institution setting. In this video, you will learn how to set up your device and get ready to take your test

Avant STAMP Pro

Avant STAMP Pro Writing Guide - Professional

Learn tips & strategies for the writing portion of the Avant STAMP Pro language assessment.

Avant STAMP Pro Speaking Guide - Professional

Learn tips & strategies for the speaking portion of the Avant STAMP Pro language assessment.

Additional Resources

STAMP 4S Test Preparation Tutorial

This video is a general overview of the STAMP 4S testing process and what to expect, including accessing additional resources for preparation (length: 19:56).

Directions for Taking the Avant STAMP 4S Test

Teachers and testing coordinators: are you looking for an easy and visual way to provide directions to students taking the Avant STAMP 4S test for the Seal of Biliteracy? Please use this resource, created and graciously provided to Avant by Jessica Haxhi, World Language Supervisor at New Haven Public Schools and ACTFL Past-President (length: 07:55).

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These video tutorials explain device set up, test preparation, and other additional resources in order to use Avant with ease and success.

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Descriptions of each proficiency level with examples of Spanish writing responses.

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The following shows writing examples at various proficiency levels. These were produced by real language learners and may contain errors. See Writing Section Tips at the bottom of this page.

Spanish Proficiency Tests and Resources

Writing Examples

Level 1: | Novice-Low

At this level, I am able to create individual words that have no extended meaning.

I can share some simple vocabulary, which deals with the prompt/task/situation, but I tend to struggle to connect those words to create meaning.

mi madre negro pello mi padre negro pelo mi café pelo.

Level 2: | Novice-Mid

At this level, I am beginning to develop the ability to create meaning by grammatically connecting words.

Specifically, I can connect some basic subjects and verbs or verbs and objects, but I may be inconsistent at doing this.

I am often limited in my vocabulary to Novice level topics that I experience in my every-day life or that I have recently learned.

Es mi padre, madre, hermana. mi familia. Es mi hermano. Perro y gato tambien

Level 3: | Novice-High

At this level, I can create simple sentences with very basic grammatical control and accuracy.

There are often errors in my responses, while at the same time I might have good control with some very simple structures and functions of the language that I have just learned or studied.

At the Novice levels, errors are expected as I try to create simple sentences. Generally, the sentences that I am able to create are very basic and simple with few, if any, added details.

Mi familia es muy muy bonita. no padre .mi madre es bonita y muy bajo . mi hermano es alto. Me gusta mi familia. Jugamos juegos. Comemos almuerzo, lonche y cena. t

Level 4: | Intermediate-Low

At this level, I can create simple sentences with some added detail; such sentences help create VARIETY.

At the Intermediate Low level, simple sentences are enhanced by use of prepositional phrases, helping verb usage, as well as some adverbs and a variety of adjectives.

I generally create independent sentences (ideas) that can be moved around without affecting the overall meaning of the response. There are still a number of errors in my response, but I have fairly good control of more basic sentences. I am feeling more confident in using different structures and expanding vocabulary and taking more risks with my responses.

Mi familia es pequeño. Tengo un hermano y un mama y un padre. Mi papa es alto y blanco y trabaja en un escuela con mi tio. Ellos le gustan jugar futbol con mis amigos. Es tan divirtido. Mi mama es baja y cocina para nosotros. Mi hermano es alto y blanco con ojos azuls. Jugamos futbol con mis amigos cada sabado - y con mi papa y tio.

Level 5: | Intermediate-Mid

At this level, I can now create enough language to show groupings of ideas.

My thoughts are loosely connected and cannot be moved around without affecting meaning.

I can also create a few sentences with complexity and am able to use some transition words. I am also able to use more than just simple present tense, but often make mistakes when I try to use other tenses.

My vocabulary use is expanding and I am able to use more than the usual, high frequency or most common vocabulary. I feel that I am able to create new language on my own and communicate my everyday needs without too much difficulty.

Los estudiantes en la primaria deben tener un celular. Yo pienso que es importante porque hay paginas de educacion que pueden ayudar a educar los estudiantes. Los niños deben usar celulares por una hora cada dia - no mas. Los padres tambien deben ayudar. Ellos tienen que enseñar sus hijos los paginas deben ir y los paginas no deben ir. Pueden usar mas cosas en su celular cuando van a la escuela secundaria. Los cellulares pueden ser una cosa buena pero tambien pueden ser mal. Es importante que los padres ensenan a sus hijos la differencia de lo bueno y lo malo.

Level 6: | Intermediate-High

At this level, I have good control of the language and feel quite confident about an increasing range of topics.

There are still some occasional errors in my language production, but that does not hinder my ability to communicate what I need to share.

I can use circumlocution to explain or describe things for which I do not know specific vocabulary or structures. I can understand and use different time frames and am just beginning to develop the ability to switch most time frames with accuracy. I can use transition words and concepts with some ease. My language has a more natural flow, but I still may have some unnatural pauses or hesitations.

En mi opinión, los niños deben tener un móvil solamente para llamar a sus padres o otra gente sin acceso de Internet. La mayoría de los adolecentes tienen una addición a Internet o sus moviles y este es un gran problema. Cuando tienen un movil, es posible que ellos no quieren jugar con sus amigos. Niños deben pasar tiempo afuera con sus amigos, no quedar en las casas o jugar videojuegos en sus moviles. También, el uso del moviles será un impacto negativo en la salud mental. Cuando entran el colegio, va a ser más díficil para aprender y prestar atención en las clases. Si tienen un móvil, ellos pueden llamar a alguien en caso de una emergencia. Al final, el uso de los moviles no son bueno y es mejor para los niños a jugar con sus amigos y hacer otras cosas que no son la técnologia.

Level 7: | Advanced-Low

At this level my response contains a number of complexities with higher degree of accuracy.

Such language allows me to address each aspect of the prompt more completely and with more depth of meaning.

I am able to use Advanced vocabulary or Advanced terms, conjugations etc. with confidence. I feel that I can create natural flow using as much detail and descriptive language as possible to create a clear picture. Errors with more complex structures may still occur. My ability to switch time frames begins to increase in accuracy.

Hace algunos años el uso de teléfonos celulares en estudiantes de primaria a aumentado. En mi opinion, es algo irresponsable que estudiantes de esa edad tengan ese tipo de tecnologia a su alcance. Siento que es aceptable que tengan otro tipo de tecnologia comó una tableta electronica o un ipod. Es muy importante mantener la seguridad de nuestra generación mas pequeña, ya que están siendo expuestos a riesgos muy graves a temprana edad. Comó por ejemplo, el hecho de que ellos tengan acceso ilimitado a muchas cosas en el internet que podrian ser dañinas o que eventualmente les afecte emocionalmente y mentalmente. De hecho, yo sugiero que si ellos tienen acceso a el internet, que sea limitada y vigilada por un adulto responsable. Algunos de los riesgos que están expuestos serian, el contacto con personas que podrian tener una intencion dañina. Tambien, como son pequeños y no tienen ninguna experiencia con tales peligros, ellos podrian dar información confidensial a tales personas. El bienestar y la seguridad de ellos es nuestra responsabilidad como adultos. Su salud podria tambien estar en riesgo, ya que el uso de aparatos electronicos a aumentado asi tambien el riesgo de que su salud esté comprometida. Ase algun tiempo leí un articulo sobre como el uso de los aparatos electrónicos a temprana edad puede afectar la vista de ellos a largo plaso. Tambien puede ser que si pasan mucho tiempo cerca de los electrónicos, el riesgo de que las posibilidades de desarrollar cancér aumenten. Comó mencione anteriormente, es inaceptable que niños de temprana edad tengan acceso ilimitado a aparatos electrónicos.

Level 8: | Advanced-Mid

At this level my response demonstrates my ease with the language.

I am able to create a response which not only addresses each aspect of the prompt, but delves into each point with clarity and concise language.

I am able to incorporate a number of more complex structures as well as Advanced vocabulary and Advanced phrases with a higher degree of accuracy throughout the majority of the response.

The language I create has a natural flow due to the way I incorporate a variety of patterns and complexities into my response. My response shows my ability to create language that has sophistication of language skills and syntactical density. My ability to switch time frames accurately is evident, if called for in the prompt.

Hoy en día, el uso de los teléfonos celulares es más común en la vida cotidiana al igúal que en la vida laboral. Muchos adultos consideran importante que los niños de edades primarias tengan a su alcanze un celular ya que lo consideran necesario en "momentos de emergencia." Desafortunadamente con el uso de los celulares los niños están siendo expuestos a muchas cosas que muchos padres no se dan cuenta. El uso de celulares en edad primarias debe de ser cuidadosamente calculado. A esta edad los niños no deben de estar solos y por lo tanto, no tienen necesidad de un teléfono celular. A ésta edad los niños pueden recibir más daño que beneficios ya que puedan envolverse en actividades no apropiadas para su edad y pueden ser más vulnerables a comunicarse con personas extrañas que pueden estar dispuestos a hacerles mal. Legalmente los niños de edad primaria no deben de estar solos en ningún momento. Los padres deben de llevarlos a la escuela y en la escuela están acompañados de maestros y todo el personal escolar, y al salir de clases, deben de estar acompañados por una persona adulta. En este aspecto, darle a un niño un teléfono celular no es necesario ya que si necesitan comunicarse con sus padres, pueden encontrar a un adulto de confianza que les facilite esa comunicación. Muchos niños de edad primarias superiores, es decir en cuarto o quinto grado, reciben mucho maltrato emocional en las escuelas durante la hora del almuerzo o receso y al darles un teléfono, se les facilita a los estudiantes un modo extra de maltratar a otros, incluso cuando no están en el mismo lugar. Vale la pena mencionar que en ocasiones muchos estudiantes participan en actividades extracurriculares en las que participan solos y necesitan comunicarse con sus padres. En estos casos, pueda que sea necesario, pero tambien es importante comprender de la necesidad de ese aparáto, si solo es necesario para hacer llamadas o mandar un mensaje de texto entonces los estudiantes no tienen la necesidad de tener un teléfono inteligente con acceso a la internet. Muchos estudiantes se dejan llevar por la curiosidad y al usar la internet están expuestos a ciertos páginas de internet que los padres no aprovarían. Desafortunadamente muchos padres no se toman el tiempo de revisar y limitar lo que sus hijos pueden hacer con estos celulares. Teléfonos con aceso a la internet son mas apropiados para estudiantes que ya van a una escuela secundaria ya que muchos de ellos son más independientes, llegan a casa muchas veses solos, participan en actividades muchas veses solos y necesitan mantenerse en comunicacion con los padres más amenudo.

Writing Section Tips

Additional resources can be found in the Power-Up Guide and on our Video Tutorials page.

Be a 'show-off' - this is the time to show what you can do!

Be organized in your writing.

Challenge yourself to go above and beyond what you normally write.

Be creative and don't stress out over possible errors. Perfection is not the goal!

Simply do your best and enjoy creating and communicating in the language that you are learning.

Good Luck!

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Show our Spanish Writing Examples to your language learners to help them score well in the written section of the STAMP language test.

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Use this link to access detailed guidance on technology, proctoring, test taking, and more!

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User Guides Search by product to find all the guides you may need to reference

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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Standards Framework, 2020 Edition

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New Mexico Public Education Department (NMPED)

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Assessment | New Mexico Public Education Department (NMPED)

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Explore resources and support related to student assessments through the New Mexico Public Education Department’s Assessment Bureau. This bureau offers tools for educators, schools, and districts, focusing on assessment data, reporting, and guidelines for effective assessment practices.

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NM Educators have FREE premium access to all of the Lexile and Quantile Hub Tools & Resources. Be sure to register to gain access to all the premium features!!

Tool User Guides and FAQs are located in the Support area within the Hub.

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Which MAP Growth reports to use based on level

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Breaking down the Common Core's 8 mathematical practice standards

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The Common Core mathematical practice standards are the foundation for mathematical thinking and practice for students as well as guidance that helps

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu...

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As school resumes during one of the most unusual and uneven learning periods in recent times, it's more important than ever to understand what students have learned and what they're ready to learn next. MAP® Growth™ provides that essential information-and we're at your side to help you test remotely if you're ready to do so this fall.
Reports for understanding where students are
MAP Growth reports give teachers multiple ways to understand what students have learned, how to modify instruction to meet their needs, and plan for what students should learn next. Here are 10 reports that can help you take advantage of assessment data to accomplish four major instructional priorities.

How to use it: To set and track learning paths and growth goals over the school year.
Reports for supporting instruction
How to use it: To compare classroom performance to national norms, and to determine breadth of instructional needs across a class.

How to use it: To inform growth goals with students and compare actual growth to goals. To monitor student growth by class.

How to use it: To support instructional decision making.
Reports for understanding what students are ready to learn next
How to use it: To support instructional decision making.

How to use it: To predict proficiency on state standards. To predict college readiness as measured against ACT® benchmarks for students in grades 5 and above.

How to use it: To plan scaffolding and differentiated instruction.

How to use it: To plan scaffolding and differentiated instruction.
Report for collaborating with families
How to use it: To engage students in learning by discussing goals and celebrating achievements.

How to use it: To collaborate with families on student learning-always, but especially during remote learning.

For more support with testing this fall, visit our Teacher Toolkit, complete with valuable information on remote testing and more.

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As school resumes during one of the most unusual and uneven learning periods in recent times, it's more important than ever to understand what students have learned and what they're ready to learn next. MAP® Growth™ provides that essential information-and we're at your side to help you test remotely if you're ready to do so this fall.

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Vocabulary Instruction with Complex Texts

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Vocabulary Instruction with Complex Texts

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Item Samplers - iMSSA - New Mexico Help & Support

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NM MSSA Writing Top Take Aways for Teachers 

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NM MSSA Writing Top Take Aways for Teachers 

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Grades 3-5
Grades 6-8

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Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

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new mexico sba science english practice tests

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new mexico sba science spanish practice tests

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Practice Tests - NM-MSSA - New Mexico Help & Support

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Download the NM SBA Science Practice Tests for English and Spanish

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New Mexico Public Education Department (NMPED)

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New Mexico Instructional Scope (NMIS) | New Mexico Public Education Department (NMPED)

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The New Mexico Instructional Scope (NMIS) is a framework designed to support educators in providing a guaranteed, viable, and equitable curriculum to all students. This webpage offers resources for social studies, science, math, and language arts instruction.

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New Mexico Curriculum and Instruction Landing Page

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New Mexico Curriculum and Instruction Landing Page

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Use this link for guidance on how to use the NMIS resources as well as MLSS support.

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New Mexico Public Education Department (NMPED)

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Welcome to NMPED's Curriculum & Instruction (CI) Division

The CI Division is part of the Teaching, Learning, and Assessment (TLA) Division alongside the Assessment Division and the Educator Quality Division.

NMPED's CI Division is committed to the advancement of knowledge and resources that assist educators in the practice of teaching and learning. We are centered in research, grounded in practice, and focused on students. Our team is committed to supporting all students of diverse backgrounds and abilities with a learning experience that prepares them for college, career, and life. We enact this commitment by:

Valuing diversity to ensure students and educators are affirmed in their identities and leverage this diversity to further the learning experience;

Creating spaces for New Mexico educators to explore ground-breaking, cross-disciplinary research and resources;

Providing leadership, content expertise, and technical assistance related to teaching, learning, and assessment;

Coordinating processes to develop and implement content-specific standards for grades K-12;

Designing, developing, and facilitating learning experiences for students and educators; and

Establishing and fostering strategic partnerships among districts, schools, communities, state agencies, nonprofit organizations, postsecondary education institutions, and/or business and industry partners.

The CI Division is constantly evolving to best meet the needs of students and educators in New Mexico. Currently the CI team consists of:

Need help finding what you are looking for? Email: jacqueline.costales@ped.nm.gov

AI Guidance for K-12 Schools

It is with great excitement that we release the New Mexico Artificial Intelligence Guidance for K-12 Education, designed to support our schools and districts as we navigate the rapidly evolving world of artificial intelligence (AI) with confidence and care. View the whole document below.

The Lexile Framework for Reading

The Lexile Framework for Reading uses Lexile measures to help educators and parents find reading materials at each student's unique reading level, engaging students in learning by ensuring they comprehend their reading materials and monitoring their progress over time. Educators can use Lexile measures to personalize student learning, differentiate their instruction and better communicate with parents.

What is a Lexile Measure?

There are two kinds of Lexile measures: Lexile reading measures and Lexile text measures. Lexile reading measures describe a student's reading comprehension ability. Lexile text measures describe the difficulty, or complexity, of a text like a book or magazine article. Lexile measures are expressed as numbers followed by an "L" (for example, 850L), and range from below 0L for beginning readers and text (for example BR100L) to above 1600L for advanced readers and text. Comparing a student's Lexile measure with the Lexile measure of what they are reading helps gauge the "fit" between a student's ability and the difficulty of the text. Therefore, connecting students with books in their Lexile range - 100L below to 50L above their reported Lexile measure - provides an ideal level of reading challenge.

Access information, tools, and resources to learn more about the Lexile Framework for Reading:

Visit the Lexile® & Quantile® Hub Resource Center to access free resources including Decodable Passages, Lexile maps, Lexile Grade Level Charts, and WordLists for reading.

The Quantile Framework for Mathematics

The Quantile Framework for Mathematics evaluates the difficulty of mathematical skills and concepts as well as a student's ability to learn new mathematical concepts. Each of these measures are on a single scale so that the skill demand and student ability can be matched for targeting instruction.

What is a Quantile Measure?

Similar to Lexile measures, there are two types of Quantile measures: a measure that represents students' math abilities and a measure for mathematical skills and concepts. The student measure describes what mathematics the student likely already understands and what the student is ready to learn in the future. The skill measure describes the difficulty, or demand, of learning the skill. Quantile measures are expressed as numbers followed by a "Q" (for example, 850Q) and range from emerging mathematician (EM - below 0Q) to above 1600Q. The Quantile Framework spans the developmental continuum from the content typically taught in kindergarten to Algebra II, Geometry, Trigonometry, and Pre-calculus. Quantile measures help educators and parents target instruction and monitor student growth toward learning standards and the mathematical demands of college and careers.

Access information, tools, and resources to learn more about the Quantile Framework for Mathematics

Visit the Lexile® & Quantile® Hub Resource Center to access free resources including the Quantile map, Quantile Grade Level Charts, WordLists for math, lesson plans, activities, and more.

Lexile & Quantile Hub: Instructional and Planning Resources

Teachers employed by a New Mexico District and Charter Schools have full access to the Lexile & Quantile Hub. Families and students will also find free tools on the Hub to support their learning and career aspirations.

VIDEO LIBRARY: Looking for quick, bite-size videos on how to access and utilize the Lexile and Quantile Hub Tools? Check out the video library below. Additional videos will be coming soon!
Video Library: Utilizing Lexile & Quantile Measures - MetaMetrics Inc.

Tool Descriptions

OVERVIEW & USER GUIDES: Be sure to review the Tools Overview under the tools dropdown as well as the new User Guides located in the Lexile and Quantile Hub Support Center.

Lexile® Career Database and Quantile® Career Database

Identify the Lexile level and/or Quantile level associated with the entry-level reading and/or math demands of a particular career(30 searches per month per registered user).

Explore career options along with expected reading/math demands.

View national, state, and regional career information.

Lexile® Growth Planner and Quantile® Growth Planner

Chart a student's reading and math growth using annual state assessments and forecast future growth. With the Growth Planners, you can:

Forecast college and career readiness with Lexile and Quantile measures.

Compare individual student results to national student performance.

Explore career options along with expected reading/math demands.

View national, state, and regional career information.

Access resources to support growth in reading and math.

Lexile® Decodable Passages

Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.

Lexile® Grade Level Charts and Quantile® Grade Level Charts

View Lexile and Quantile measures by grade level to see how a large sample of students in grades 1-12 performed based on 2010-2019 research.

The charts provide norms at the 10th, 25th, 50th, 75th, and 90th percentiles for fall, winter, and spring testing.

The charts are provided for descriptive purposes only and are not intended to be interpreted as state performance standards.

Lexile® WordLists

Access downloadable lists of important words by grade and domain that students are likely to encounter in textbooks and other K-12 educational materials.

Domains include math, science, social studies, and general.

Create your own customized lists of consequential words from a collection of 40 million words based on general and academic domain K-12 vocabulary.

Lists can be downloaded and printed.

Math Resources

Access thousands of math resources including lesson plans, activities, videos, games, and more. The Resources:

Are aligned to state standards.

Have been evaluated, and a quantitative measure of mathematical complexity has been assigned.

Can be filtered by type, format, or grade range.

Lexile® Measures Manager and Quantile® Measures Manager

Determine a student's optimal reading or math measure when two assessments, taken within 30 days of each other, have resulted in significantly differing Lexile or Quantile measures.

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Curriculum and Instruction | New Mexico Public Education Department (NMPED)

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The Curriculum and Instruction Bureau at the New Mexico Public Education Department focuses on fostering educational excellence through effective curriculum development, instructional strategies, and support for educators. Their goal is to ensure high-quality education for all students in New Mexico.

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This section contains links to Assessment Resources that can be utilized by teachers to help gather student information during instruction.  These resources are free to NM Educators and include:

Cognia: Grades 3-8 Math, ELA and Science question banks
Cognia: High School Social Studies Banks

College Board: SSQB - PSAT and SAT aligned question banks

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The following information contains the link to the current and historical iMSSA, NM MSSA and ASR student performance data. It also contains links to resources for understanding how to navigate and better understand the data sets.

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If you are interested in a future Assessment Literacy session at your school or district site, please use this link to set up an orientation call where we can discuss the details.

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New Mexico Assessment Literacy Support - Greg Howell

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We will use this time to connect on any questions you may have around Assessment Literacy and/or support with how to leverage the iMSSA and NM MSSA data sets. I am happy to engage as a thought partner with you as you work through how to use assessment literacy principles in your district.

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Use this link to access the College Board question bank that is aligned to the PSAT 8/9, PSAT 10 and SAT.

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Sign in to New Mexico Public Education Department Assessments Portal

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New Mexico Public Education Department Assessments Portal

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Use this link to request access to the PDF Version of the Cognia Formative Item Sets.

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Cognia

Director, Professional Learning

gregory.howell@cognia.org

704.562.1213

Cognia.org

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NM MSSA Practice Test Online Testing Link

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NM MSSA Practice Test Online Testing Link

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https://nmpracticetest.cognia.org/student/login

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https://newmexico.onlinehelp.cognia.org

Here you will find all things Cognia as they relate to New Mexico.  Manuals, tutorials, documentation, FAQs, etc....

All recordings of past training sessions and Professional Learning are archived here as well.

You will also find future training dates and registration links on this site.