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\nSPECIAL EDUCATION DEPARTMENT  \nThe Illinois State Board of Education (ISBE) alternate state accountability assessment is aligned to the DLM-AA Essential Elements, which are aligned to the Illinois Learning Standards. The Every Student Succeeds Act ( ESSA) places a 1% threshold on the number of students who may participate in alternate assessments. ISBE has devised the 2025-2026 Alternate Assessment Reduction Plan, which is a tierbased plan for local education agencies ( LEAs) who exceed the 1% threshold. Based on this reduction plan, LEAs identified as Tier 2 must complete the Tier 2 Alternate Assessment Self-Reflection Tool. The purpose of the tool is to ensure LEAs evaluate their alignment with federal regulations and state guidelines by reviewing policies, procedures, and practices for determining which students should participate in the alternate assessment. The tool is designed to support LEAs in their data review process and to ensure students who are identified to participate in the alternate assessment meet the criteria set in the ISBE Alternate Assessment Participation Guidelines.  \nAdditional resources can be found on the following webpages: Alternate Assessment Participation-1% Threshold and Dynamic Learning Maps Alternate Assessment (DLM-AA) .  \nSchool District Information  \n\n| NAME OF SCHOOL DISTRICT | SCHOOL YEAR |\n| --- | --- |\n\n\n| Data Analysis |  |  |\n| --- | --- | --- |\n| The LEA reviewed data from a variety of sources, including but not limited to the data sources below, to determine a students’ participation in alternate assessment.\u003Cbr>1. Intellectual Functioning Data\u003Cbr>a. Verbal and Non-Verbal Intelligence\u003Cbr>b. Thinking, Reasoning, and Problem-Solving Skills\u003Cbr>c. Executive Functioning/Attention/Memory\u003Cbr>d. Learning Skills\u003Cbr>2. Adaptive Functioning Data\u003Cbr>a. Adaptive Behavior Skills\u003Cbr>b. Conceptional Skills\u003Cbr>c. Social Skills\u003Cbr>d. Practical Skills\u003Cbr>3. Communication Skills Data\u003Cbr>a. Expressive Communication Skills\u003Cbr>b. Receptive Communication Skills | Yes |  No |\n\n\n| Policies, Procedures, and Practices |  |  |\n| --- | --- | --- |\n| The LEA has written policies, procedures, and practices that align to state alternate assessment guidelines, including evaluation factors to consider for alternate assessment participation. | Yes |  No |\n| The LEA has written policies, procedures, and practices for ensuring that LEA staff understand, adhere to, and implement state guidelines and tools for determining alternate assessment participation. | Yes |  No |\n| The LEA has written policies, procedures, and practices which ensure staff routinely review/analyze assessment data (e.g. , Illinois Report Card, Pearson Portal, and/or SIS) to identify patterns and trends that would indicate overidentification and/or disproportionality in one or more subgroups. | Yes |  No |\n| The LEA has written policies, procedures, and practices in place to ensure that all required data reported to ISBE are accurate, reliable, and timely. | Yes |  No |\n| The LEA has written policies, procedures, and practices for reviewing IEP content of students who are participating in alternate assessment. The IEP includes detailed data evidence, student’s primary disability category, utilizing ISBE Alternate Assessment Participation Guidelines Form and/or Alternate Assessment Eligibility Criteria: Decision-Making Companion Tool, and review of all relevant IEP sections which determine participation in alternate assessment. | Yes |  No |\n| The LEA has written policies, procedures, and practices that evaluate the effectiveness of instructional programs for students with the most significant disabilities. | Yes |  No |\n\n\n| Staff Training |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| LEA staff are routinely trained on effectively implementing the alternate assessment, including utilizing accessibility features available. |  |  |  |  |  |\n","cbCaifBCV1NdVOL1","https://ap.wps.com/l/cbCaifBCV1NdVOL1","pdf",311301,"English","# Data Analysis\n## Intellectual Functioning Data\n## Adaptive Functioning Data\n## Communication Skills Data\n# Policies, Procedures, and Practices\n## Alignment to state alternate assessment guidelines\n## Review and accuracy of required data\n## Review of IEP content\n# Staff Training\n## Implementing alternate assessment\n## Linking standards to DLM Essential Elements\n# IEP Team Decision-Making Process and IEP Documentation","[{\"question\":\"What is the purpose of the Tier 2 Alternate Assessment Self-Reflection Tool?\",\"answer\":\"It ensures Tier 2 LEAs evaluate alignment with federal regulations and state guidelines for determining which students participate in the alternate assessment, including reviewing policies, procedures, and practices.\"},{\"question\":\"Which data domains does the tool reference for participation decisions?\",\"answer\":\"It includes intellectual functioning, adaptive functioning, and communication skills data, covering subareas such as executive functioning/attention/memory and expressive/receptive communication.\"},{\"question\":\"How does the tool address IEP team eligibility and documentation?\",\"answer\":\"It requires that alternate assessment eligibility is determined by the IEP team, not solely by disability category or IQ, and it emphasizes IEP documentation that correlates student needs to DLM Essential Elements and annual goals.\"}]","TIER 2-ALTERNATE ASSESSMENT SELF-REFLECTION TOOL - LEA Tier 2 Alternate Assessment | PDF",1791604585]