Dynamic Learning Maps Alternate Assessment Consortium

1. Dynamic Learning Maps Alternate Assessment Consortium Neal Kingston Project Director Center for Educational Testing and Evaluation University of Kansas 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.

2. StateParticipants

3. Let’s start with lessons learned • When an assessment system is embedded in an accountability system there will be consequences • Many teachers will narrowly teach to the test • Some teachers and administrators will act counter to their professional responsibilities

4. Let’s start with lessons learned • Teachers need more information about student learning • Timely • Actionable

5. How does DLM respond to these lessons? • Common Core Essential Elements • Instructionally-embedded (and summative) assessments • Instructionally-relevant tasks • Learning maps • Dynamic assessment • Professional development • Technology platform to tie it all together

6. Common Core Essential Elements Are: Are not: Downward extension to pre-K General essence statements Statements of functional skills • Links to grade level Common Core State Standards (CCSS) • Statements of content and skills that provide a bridge for students with significant cognitive disabilities to achieve grade differentiated expectations • Provide challenge and rigor appropriate for students with significant cognitive disabilities in consideration of the significance of their disabilities

7. 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 similarities in content learning and skill achievement even though ways of performing may be highly diversified • Ground the alternate assessments in clear expectations for learning and achievement

8. CCSS Examples Are Essential Too Linked • Instructional • Achievement • Level • Descriptors • Assessment • Achievement • Level • Descriptors • Essential • Elements EXAMPLES

10. Grade 4 Mathematics

11. Grade 4 Mathematics

12. Grade 4 Mathematics

13. Grade 4 Mathematics

14. Instructionally-embedded (and summative) assessments • Teachers need feedback on a timely and frequent basis • About student learning • About their teaching • Students need feedback on a timely and frequent basis • Modeling increasing expectations • Two important questions • Can results be aggregated for accountability purposes? • How do we do this without assessment diminishing the time for instruction?

15. Instructionally Relevant Tasks • Modeling good instructional practice • Set of activities related to a unit of study • Student interaction driven by cognitive goals • Structured scaffolding

16. Learning Maps&Learning Progressions

17. Learning Progressions • Vertical progression toward learning target • Sequenced building blocks • Research-based • Linked to high-quality assessments

18. Uses percentages to make straightforward comparisons Masters, G. & Forster, M. (1997). Developmental Assessment. Victoria, AU: The Australian Council for Education Research Ltd. Uses the symbols =, < and > to order numbers and make comparisons Uses decimal notation to two places Uses place value to distinguish and order whole numbers Use numbers to decide which is bigger, smaller, same size

19. What are Learning Maps? Network of connected learning targets (nodes) Maps students’ “knowledge terrain”

20. Use perceptual subitizing Compare two quantities up to ten using models Equal quantity Identify more number of Identify fewer number of Identify more than one Identify same number of Identify different number of Identify one Compare sets Explain set Recognize wholeness Recognize same Recognize different Create a model of quantity Compare objects Imitate

21. Learning Progressions vs. Learning Maps Centralizes notion of “superhighway” Delineates multiple pathways

22. Multiple Pathways ELA Can identify syllables Can demonstrate articulatory movements for letter sounds Demonstrates receptive rhyming Demonstrates understanding letter sounds Aware of same and different phonological units as sounds Aware of same and different phonological units as visual or tangible

23. Maps were intended to be an Internal System

24. Multi-disciplinaryTeam Completes the Following: • Review of literature • Node development and placement • Connection placement • Validation process

25. 1. Review of Literature • Identify seminal literature • Synthesize literature with expert knowledge

26. 2. Node Development

27. What is the observable knowledge (skill, conceptual, procedural, factual) we want students to exhibit ? In Sum….

28. 3. Connection Placement • Connection = predicted relationship between skills • Single direction • Multiple connections • Represents integrated approach to skill development

29. Mathematics Section

30. Learning Map (Math)

31. Learning Map (Math)

32. English Language Arts Section

33. English Language-Arts

34. Learning Map (ELA and Math) *Note – these will eventually be connected into a single map

35. 4. Validation • Reviews • Internal • Teacher • Expert • Cognitive labs • Pilot study • Field tests

36. Dynamic Assessment • Adaptive testing based on the learning map, not some general unidimensional concept of item difficulty • Navigating within neighborhoods • Navigating across neighborhoods

37. Professional Development • On demand • Multiple approaches • “Raw” PowerPoint version • Narrated movie version of PowerPoint presentation • Fully prepared Facilitator Training Packet • Self-guided version • Video examples of students with the most significant disabilities engaging in instructional tasks • Video examples of students with a variety of disabilities doing similar tasks • Sample lesson plans

38. Technology Platform • KITE • will be available to all participating states to deliver DLM on computers and tablets • Can be inexpensively licensed to deliver any other assessments

39. 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.