DPI UPDATE: SPECIAL EDUCATION ALTERNATE ASSESSMENT-DYNAMIC
LEARNING MAPS 1
Slide 2
2 CCSS Impact on Wisconsins Alternate Assessment for Students
with Disabilities Slides provided by the dpi Dynamic Learning
Maps
Slide 3
What does 1% really mean? 3 The concept commonly referred to as
the 1% Rule comes from the following text in the Federal Register
-- Code of Federal Regulations (CFR) published on December 9, 2003.
34 CFR Part 200 200.13(c)(1) In calculating adequate yearly
progress for schools, LEAs, and the State, a State(i) Must,
consistent with 200.7(a), include the scores of all students with
disabilities, even those with the most significant cognitive
disabilities; but (ii) May include the proficient and advanced
scores of students with the most significant cognitive disabilities
based on the alternate academic achievement standards in 200.1(d),
provided that the number of those students who score at the
proficient or advanced level on those alternate achievement
standards at the LEA and at the State levels, separately, does not
exceed 1.0 percent of all students in the grades assessed in
reading/language arts and in mathematics. Dynamic Learning
Maps
Slide 4
General Supervision Enhancement Grant (GSEG) 2010-2014 IDEA
funded grant awarded by the Office of Special Education Programs,
at the U.S. Dept. of Education. Four Years Two consortia were
awarded grants to develop new alternate assessments aligned with
the Common Core State Standards National Center and State
Collaborative Dynamic Learning Maps 4
Slide 5
National Center and State Collaborative Develop and validate
learning progressions with students with significant cognitive
disabilities, including skill sequences that can be used in
instruction and assessment, building on the potential of technology
to ensure valid and reliable results. For more information:
http://www.cehd.umn.edu/nceo/projects/NCSC/NCSC.html 5 NATIONAL C E
N T E R O N EDUCATIONAL OUTCOMES Dynamic Learning Maps
Slide 6
6
Slide 7
DLM Consortium Member States 7 Dynamic Learning Maps
Slide 8
Timeline 8 Dynamic Learning Maps
Slide 9
Key Features Online technology platform Universal design
approach Evidence-centered design including cognitive labs
Structured scaffolding Development of over 11,900 instructionally
relevant tasks/items Professional development 9 Dynamic Learning
Maps
Slide 10
Outcomes of the Consortium New extended standards and
achievement level descriptors based on the Common Core State
Standards for ELA and Math Learning maps, which will include tasks
of various proficiency levels leading to formative assessment and
tools for educators. Annual summative assessment (used for
accountability purposes)- online, adaptive Professional development
modules for teacher training Advanced feedback and reporting
systems (including growth modeling) 10 Dynamic Learning Maps
Slide 11
Common Core Essential Elements The Common Core Essential
Elements (CCEE) are specific statements of the content and skills
that are linked to the Common Core State Standards (CCSS) grade
level specific expectations for students with significant cognitive
disabilities. 11 Dynamic Learning Maps
Slide 12
CCSS Essential Elements Instructional Achievement Level
Descriptors Assessment Achievement Level Descriptors EXAMPLES
Examples Are Essential Too 12 Dynamic Learning Maps
Slide 13
Identify Essential Elements and Create ALDs: Why? Standardize
meaning for users to understand targets for learning Provide
consistency in expectations across grades and achievement levels
Emphasize skill similarities in content learning and skill
achievement even though ways of performing may be highly
diversified Provide instructional guidance as students move up a
varied path on an achievement continuum 13 Dynamic Learning
Maps
Slide 14
Identify Essential Elements and Create ALDs: Why? Connect
formative assessments to the CCSS in ways that makes their
alignment with culminating expectations clear Accommodate diverse
learners by providing a range of examples for performing
expectations in diverse ways Ground the alternate assessments in
clear expectations for learning and achievement 14 Dynamic Learning
Maps
Slide 15
Common Core Essential Elements Are: Links to grade level Common
Core State Standards (CCSS) Statements of content and skills that
provide a bridge for students with SCD to achieve grade
differentiated expectations Provide challenge and rigor appropriate
for students with SCD in consideration of the significance of their
disabilities Are not: Downward extension to pre-K standards General
essence statements Statements of functional skills 15 Dynamic
Learning Maps
Slide 16
Common Core Essential Elements Wisconsin educators are
currently working with the consortium states to develop Essential
Elements of the Common Core State Standards for English Language
Arts and Mathematics. The Common Core Essential Elements are
currently being reviewed and edited by State Departments of
Education in the DLM Consortium. 16 Dynamic Learning Maps
Slide 17
Document Organization 17 Wisconsin Department of Public
Instruction Dynamic Learning Maps
Slide 18
Outcomes of the Consortium New extended standards and
achievement level descriptors based on the Common Core State
Standards for ELA and Math Learning maps, which will include tasks
of various proficiency levels leading to formative assessment and
tools for educators. Annual summative assessment (used for
accountability purposes)- online, adaptive Professional development
modules for teacher training Advanced feedback and reporting
systems (including growth modeling) 18 Dynamic Learning Maps
Slide 19
What are Learning Maps? 19 Dynamic Learning Maps
Slide 20
Learning Progressions 20 Learning Progressions typically are. a
vertical progression toward a learning target a sequence of
building blocks research-based linked to high-quality assessments
Dynamic Learning Maps
Slide 21
Create a model of quantity Recognized wholeness Identify one
Identify more than one Use perceptual subitizing 21 Dynamic
Learning Maps
Slide 22
Learning Maps are 22 a network of connected learning targets
(nodes) a map of students knowledge terrain research-based able to
determine where a student is at, instructionally, and where they
need to go Dynamic Learning Maps
Slide 23
Create a model of quantity Recognize wholeness Identify one
Identify more than one Use perceptual subitizing Compare two
quantities up to ten using models Explain set Compare sets Imitate
Compare objects Identify different number of Identify same number
of Recognize same Recognize different Equal quantity Identify more
number of Identify fewer number of Multiple Pathways Math 23
Dynamic Learning Maps
Slide 24
24 Multiple Pathways ELA Aware of same and different
phonological units as visual or tangible Can identify syllables
Demonstrates receptive rhyming Aware of same and different
phonological units as sounds Demonstrates understanding letter
sounds Can demonstrate articulatory movements for letter sounds
Dynamic Learning Maps
Slide 25
Learning Progressions vs. Learning Maps 25 Centralizes notion
of superhighway Delineates multiple pathways Dynamic Learning
Maps
Slide 26
Learning Maps are an Internal System 26 Dynamic Learning
Maps
Slide 27
Outcomes of the Consortium Learning maps, which will include
tasks of various proficiency levels leading to formative assessment
and tools for educators. New extended standards and achievement
level descriptors based on the Common Core State Standards for ELA
and Math Annual summative assessment (used for accountability
purposes)- online, adaptive Professional development modules for
teacher training Advanced feedback and reporting systems (including
growth modeling) 27 Dynamic Learning Maps
Slide 28
The Future of Alternate Assessment The Dynamic Learning Maps,
along with the CCEEs will provide the foundation for a new
summative alternate assessment available in 2014-15. Wisconsin will
participate in the development of a new assessment if the test
design fits with our needs, or we will develop our own assessment
based on the new standards. The current WAA-SwD will continue to be
administered until a new assessment is available. 28 Dynamic
Learning Maps
Slide 29
Key Features of Dynamic Learning Maps System An assessment
system that provides a summative (point- in-time) assessment as
well as formative and interim assessment components for ELA and
mathematics throughout the year. 1. Computer adaptive summative
assessment Grades 38 and 11 (testing window in the Spring) Selected
response, constructed response, technology enhanced instructionally
relevant items 2. Computer adaptive formative and interim tools
Based on learning maps Administered throughout the year 3.
Professional development modules for educators 4. Advanced feedback
and reporting systems 29 Dynamic Learning Maps
Slide 30
Contacts Kristen Burton Office of Educational Accountability
[email protected] Erin Faasuamalie Special Education Team
[email protected] Eva Kubinski Special Education Team
[email protected] 30 Dynamic Learning Maps
Slide 31
Resources Dynamic Learning Maps Consortia
http://dynamiclearningmaps.org/ National Center for State
Collaborative http://www.cehd.umn.edu/nceo/default.html Common Core
State Standards http://www.corestandards.org/ PARCC
http://parcconline.org/ SMARTER Balanced Assessment Consortium
http://www.k12.wa.us/smarter/ 31 Dynamic Learning Maps