Dynamic Learning Map UpdateLansing, Michigan

April 17, 2013afternoon session

Daryl MellardSue Bechard

Michelle ShipmanJudith Gross

The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.

DLM 2012/2013 updateDepth of Knowledge Taxonomy• Extensions Learning Maps• Claims, conceptual areas• Foundation nodesFirst Contact SurveyInstructionally Relevant Testlets• Testlet development• Example items• Technology Enhanced TemplatesDLM Future Activities

DEPTH OF KNOWLEDGE

DLM Depth of Knowledge Taxonomy

What’s new?

LEARNING MAPS

Making Connections

Claims

Conceptual Areas

EE Map

What are claims?• Communicate the goals we have

for student learning• Provide a framework for

organizing teaching and learning both within and across grades

• Represent the knowledge, skills, and abilities that support understanding and proficiency

Making Connections

Claims

Conceptual Areas

EE Map

What are conceptual areas? • Areas that are organized around

common cognitive processes. • EEs (tied to nodes) are embedded

within conceptual areas.• May be organized/structured

differently in mathematics and ELA.

Claims and Conceptual Areas: ELA

Claims and Conceptual Areas: ELA

Claims and Conceptual Areas: Mathematics

Claims and Conceptual Areas: Mathematics

Foundation Nodes on the Dynamic Learning Map

• Currently have 150 foundation nodes on the map.

• They cover:– Pre-intentional– Attend– Respond

• They are not linked to one academic area but are foundational to all

FIRST CONTACT SURVEYSTUDENT CHARACTERISTICS

First Contact Survey• Teacher demographics• Student demographics• Classroom setting• Sensory capabilities (accessibility

needs)• Motor capabilities• Computer access• Communication• Academic skills• Attention

First Contact Sample: Disability Type

Autism

Blind or lo

w vision

Deaf or h

ard of h

earing

Deaf-blin

dness

Emotional

disturban

ce

Intellec

tual disa

bility

Multiple

disabilit

ies

Orthoped

ic im

pairmen

t

Other h

ealth im

pairm

ent

Specific

learn

ing disabilit

y

Traumati

c brai

n injury

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

24.5

.3 1.0 .3 .3

41.0

26.9

1.02.8

1.4 .3

Disability Type

Perc

ent

Language Use

Symbolic Language Users

EmergingSymbolic Users

Pre – symbolic Language Users

Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., Jones, M. (2010). What does ‘ college and career ready’ mean for students with significant cognitive disabilities? Lexington: University of Kentucky.

First Contact Sample: ReadingDoes not read any words when presented in print or Braille (not including environmental signs or logos)

Reads only a few words or up to pre-primer level

Primer to first grade level

Above first grade level to second grade level

Above second grade level to third grade level

Above third grade level

0 5 10 15 20 25 30 35

19

17

13

18

18

15

HighMiddleElem

10% of 1%

INSTRUCTIONALLY RELEVANT TESTLETS

Judith Gross & Michelle Shipman

Testlet Development Essential Element

1

Dynamic Learning

Map

2

Essential Element

Concept Map

3

4

IterativeReview

5

Testletsat 5 levels

Step 1: Aligning the Essential ElementEssential Element

1

Common CoreState Standard

Essential Element

Step 2: Mapping the Essential ElementDynamic Learning

Map

2

Essential Element Node

Match

Analyze connections

Node

Node Node

FractionsM.EE.3.NF.1-3 Differentiate a fractional part from a whole

Feelings of CharactersELA.EE.RL.3.3 Identify the feelings of the characters in a story

Character Responds to a ChallengeEE.RL.6.3 Can identify how a character responds to a challenge

in the story

Step 3: Completing the Essential Element Concept Map

• Essential Questions• Vocabulary• Nodes• Questions to Ask• Misconceptions/Errors• Accessibility/Barriers

Essential Element

Concept Map

3

Essential Element Concept Map

Step 4: Creating Instructionally Relevant Testlets

Testletsat 5 levels

4

Step 4: Creating an Instructionally Relevant Testlet Type

Testletsat 5 levels

4

InitialPrecursor

Target

Successors

Connect the map…

Behavior Testlet a

…to the items developed.

DistalPrecursor

ProximalPrecursor

Behavior

Behavior

Behavior

Behavior

Testlet b

Testlet c

Testlet d

Testlet e

Step 5: Iterative Review ProcessIterativeReview

5

Internal:• Item development

teams• Editing content and

graphics• Sensitivity and bias• Accessibility External:

• State visits

FractionsFrom Foundation to 4th

grade

Essential Element Concept Map

• M.EE.3.NF.1-3 – Differentiate a fractional part from a whole– Math– Essential Element– Grade 3– Numbers and Fractions– Standards 1-3

• Covers 5 levels from Foundational Skills (Initial precursors) through 4th Grade (Successor skills)

M.EE.3.NF.1-3Differentiate a fractional part from a whole

Initial PrecursorsF-62 Attend

F-13 Recognize some

Distal PrecursorsF-38 Explain set

F-69 Recognize wholenessF-84 Recognize separateness

Proximal PrecursorsF-59 Explain sub-setF-72 Partition sets

F-2392 Partition lengthM-248 Partition shapes

TargetsM-561 Explain part-whole relationship

M-2411 Explain fraction

Successors (M.EE.4.NF.3)M-2537 (area), M-2538 (length), M-2539 (sets) - Identify wholeM-2350 (area), M-2349 (length), M-2348 (sets) - Identify half

Another related fraction EE

M.EE.4.NF.1-2Identify ½ and ¼

Initial Precursor TestletHenry and Mudge are Happy

– ELA.EE.RL.3.3 Identify the feelings of characters in a story.

– 3rd grade– Initial precursor level testlet– Task 1

• General task and blind/low vision task• F-18 Seeks attention of others• Precursor of ELA-766

– Task 2 • General task• F-766 Can identify feeling states in self

TEACHER DIRECTIONS

You are going to read the familiar story, Henry and Mudge, with the student.

You will record the student’s response when you:• show the student a favorite object OR• show the toy you have used to represent Mudge

Put the object out of the student’s sight or reach, but within your reach.

After you finish reading, you will ask the student a question and record the response.

Henry and Mudge are HappyDLM

Henry was a boy.

Henry wanted a dog.

TEACHER DIRECTIONS (general)

Stop reading. Present the object just out of reach but within sight of the student.Move the item in an effort to attract the students attention, but do not speak or otherwise prompt.Record the student’s response (check only one).

Communicates desire to have the object by: Reaching for objectGazing/looking at objectVocalizing Using other gesture or indicator

No response

Smiles, laughs or shows excitement Whines, cries, or appears frustrated

TEACHER DIRECTIONS (blind/low vision)

Stop reading. Allow the student to touch, smell, or otherwise interact with the object for a moment.Remove the item and do not speak or otherwise prompt. Record the student’s response (check only one).

Communicates desire to have the object by:

No response

Reaching for objects or searching with handsTurning to you and reachingVocalizing

Smiles, laughs or shows excitementUsing other gesture or indicator

Whines, cries, or appears frustrated

Mom and dad wanted to make Henry happy.

They got him a dog. Henry named him Mudge.

Henry loved Mudge.

Henry was a happy boy.

Mudge was a happy dog.

TEACHER DIRECTIONS

Ask the student, “Henry and Mudge are happy. Are you happy?”

Record the student’s response (check only one).

Clear yes or no response by:

Indicated happiness (laughter, smile) Indicated displeasure (grimace, frown, grunt) No response

Vocalization

Head nod/shakeOther gesture

Initial Precursor TestletAunt Polly

– ELA.EE.RL.6.3 Can identify how a character responds to a challenge in the story

– 6th grade– Initial precursor level testlet– Familiar text

• Common Core State Standards English Language Arts Text Exemplars

• The Adventures of Tom Sawyer– Task 1 and Task 2

• F-11 Can demonstrate understanding of action words.

TEACHER DIRECTIONS

You are going to read the familiar story, Aunt Polly, with the student. You will record whether the student indicates recognition or understanding of the repeated line during and after the story.

Aunt Polly makes Tom do different things. Each of them is a common action. As you read each page that begins, “Aunt Polly makes Tom…”:• model the gesture, • point to the symbol, or• model using the voice output device that matches the action.

As you read each page that begins, “Tom hates…” pause at least 10 seconds to give the student a chance to:• initiate the gesture, • point to the symbol, or • access the single message voice output device.

If the student does not initiate without support after 10 seconds, model the use of the gesture, symbol or switch.

If the student does not respond after the model, use a prompt.

Aunt PollyDLM

This is Tom's Aunt Polly.

Aunt Polly makes Tom wash.

Tom hates to wash.

TEACHER DIRECTIONS

Describe how the student responded after you read the word, “wash” (check only one).

Independently initiated use of:GestureSymbolVoice output device

After presented with a model of the desired behavior, the student used:GestureSymbolVoice output device

After prompting, the student used:GestureSymbolVoice output device

Smiled, laughed, vocalized or otherwise indicated enjoyment Protested, cried, or otherwise indicated displeasure No Response

Aunt Polly makes Tom comb his hair.

Tom hates to comb his hair.

Aunt Polly makes Tom eat at the table.

Tom hates to eat at the table.

Aunt Polly makes Tom go to sleep.

Tom hates to go to sleep.

TEACHER DIRECTIONS

Describe how the student responded after you read the word, “sleep” (check only one).

Independently initiated use of:GestureSymbolVoice output device

After presented with a model of the desired behavior, the student used:GestureSymbolVoice output device

After prompting, the student used:GestureSymbolVoice output device

Smiled, laughed, vocalized or otherwise indicated enjoyment Protested, cried, or otherwise indicated displeasure No Response

Tom hates to do lots of things. Aunt Polly makes Tom do them anyway.

ITEM TEMPLATES FOR TECHNOLOGY ENHANCED ITEMS

Boardmaker Studio Templates

• Accessibility features– One and two-switch scanning– Click to place

• Extensively researched– Informs design of DLM technology

enhanced item templates

DLM Editor Templates• Accessibility features

– One and two-switch scanning– Click to place

• Delivery – HTML packages will upload into

Content Builder• Crosswalk

– Studio items will transition into Editor templates

Sorting

Sorting

Hot Text

Ordering

Labeling

Matching

DLM FUTURE ACTIVITIES

DLM Test Development Research Activities: 2013/2014

Study / Test Development

Phase

Dates Purposes / Research Questions Next Steps

Cognitive Labs/ Sample Items

May-June 2013

To evaluate: Technology enhanced item template

design Student-technology interface Item administration processes Response processes (25 specific research questions have been drafted.)

Identify items Identify and recruit sample Finalize data collection tools Amend IRB Logistics

Internal Data Test #1

Mid-May 2013

Simulation – integration of data systems in KITE

Internal Data Test #2

Sept 2013

Full test of KITE functions for the pilot in Oct

Activities: 2013/2014 (cont.)

THANK YOU!For more information, please contact:

dlm@ku.edu or

Go to: www.dynamiclearningmaps.org

The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.