Dynamic Learning MapsAlternate Assessment

Transtions in West Virginia

Melissa Gholson

Office of Assessment

Transition

• Accommodations policies• Manuals • Professional development• Opportunities & challenges

How did your state prepare for DLM implementation in 2014-15?

• Variety of training on DLM with a focus on Educator Portal and the KITE platform, data management, test administrator modules and accessibility.

• State and regional trainings were provided to present the connection between the alternate assessment achievement standards, instruction and assessment.

Training

• Policy 2340 & DLM Administration

• First Contact• Personal Needs Profile• Security• Data Management• Policies and procedures• Monitoring

Security Checklist

Implementation of DLM

• Confusion about the instruction-assessment connection• Preparation for the assessment included focusing on instruction and

resource development:– Instructional Guides to support the identification of instructional goals,

resources, organizational framework. – Model interdisciplinary unit plan that focuses on concept development with

lessons that identify multidisciplinary content standards coverage and valued life outcomes. A variety of instructional strategies and resources are provided with an emphasis on technology.

– Diagnostic practice tests provided for all Essential elements at four levels of performance in both ELA strands and Math clusters, data sheets for evaluation.

Instructional Guides

Programmatic Interdisciplinary Unit Plan

• Multiple grade level coverage of standards

• Model lesson plans• Themes that support concept

development• Resources emphasize utilization of

technology

Lesson Plan Template

Diagnostic Tests– Supports the instruction of the unit and provides evaluation– Items were written to cover all Common Core Essential Elements – Can be used to assess all standards, select standards, a selected

cluster or strand– Diagnostic test uses item types similar to those within the Dynamic

Learning Maps– Diagnostic tests include data collection forms at each level– Can be used formatively for the provision of instruction and/or

diagnostically for progress notes and informing present levels of performance.

Math

Clusters of standards at this grade level

English Language Arts

Story Boards are button provide the adapted literary and informational text.

Students should be exposed to original texts.

All items are related to these texts. Lesson plans are included in the unit.(Place- farm).

Adapted versions

Adapted versions are for independent practice. Vocabulary is controlled.

The Six Strands of ELA

Organization and LayoutThe CCEE Learning

Progression

Audio button-reads the response to the student. Goal is to promote independence.

Self-Determination and Choice Making

Data Sheets

Printable data sheets

Data SheetBuilt in

Data CollectionItems were written for the four instructional learning progressions.

Two items were developed at the Level III because this is the target.

There are five questions for every standard.

Feedback from Educators & Students

• Feedback from educators and students. Consortia representatives will share how students and educators in the field have responded to the changes in accessibility and accommodations as well as how they have responded to technology-enhanced test items.

Lessons Learned

• rollout of new accessibility and accommodations features, as well as new technology-embedded delivery systems.

• include how many students with disabilities and ELLs participated in field tests and how these students performed on the field tests. State representatives will share challenges related to the provision of accessibility tools and accommodations for the field tests, and any anticipated changes in policies and practices for the operational assessment.

DLM Assessment: What went well?

• Acceptance of more rigorous standards• Ease of the platform• Smooth delivery• Brevity of testlets was helpful to students• Ease of the KITE system for students and teachers• Help desk response was timely and effective

Where were the challenges?

Challenges

• High volume of calls to DLM help desk• Manipulatives • Monitoring was burdensome• Data errors• Generation of testlets• Training of staff• Overlap of testing windows with other

tests• Scheduling staff

What we did about the challenges

• Provided webinar and e-mail communications around frequently asked questions.

• State help desk to support districts• State level data monitoring of

districts and frequent status up dates.

• State and regional training and weekly webinars.

Accommodations Monitoring

• Approaches to accommodations monitoring after the development phase. Accessibility and accommodations for next generation assessments and learners must be adaptable to innovations in technology, as well as research on accessibility and accommodations. States will share how data from the new assessment platforms will be used to monitor and improve accessibility for all student groups. In addition, states will share consortia approaches to being responsive to individual state needs (e.g., requests for new accommodations).

Supporting Progress Monitoring

DLM Test Administration Short FormState Monitoring & Communication

Focus on regular monitoring and communication

How are you planning for 2015-16?

• Alternate Assessment Advisory Team • Communication plans• Implementation of DLM Science standards and testing• Emphasis on the instructionally embedded assessments• Integrating science items into the current diagnostics and units• Continued support for DLM assessment for districts• Continued professional development on the instructional

resources

Questions?

Melissa Gholsonmgholson@k12.wv.us