DPI Update: Special Education Alternate Assessment-Dynamic Learning Maps

1. DPI Update: Special Education Alternate Assessment-Dynamic Learning Maps

2. CCSS Impact on Wisconsin’s Alternate Assessment for Students with DisabilitiesSlides provided by the dpi Dynamic Learning Maps

3. Dynamic Learning Maps What does 1% really mean? 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.

4. Dynamic Learning Maps General Supervision EnhancementGrant (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

5. Dynamic Learning Maps 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 NATIONAL C E N T E R O N EDUCATIONAL OUTCOMES

7. Dynamic Learning Maps DLM Consortium Member States

8. Dynamic Learning Maps Timeline

9. Dynamic Learning Maps 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

10. Dynamic Learning Maps 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

11. Dynamic Learning Maps 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

12. Dynamic Learning Maps • CCSS Examples Are Essential Too Linked • Instructional • Achievement • Level • Descriptors • Assessment • Achievement • Level • Descriptors • Essential • Elements EXAMPLES

13. Dynamic Learning Maps Identify Essential Elements and CreateALDs: 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

14. Dynamic Learning Maps Identify Essential Elements and CreateALDs: 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

15. Dynamic Learning Maps 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

16. Dynamic Learning Maps 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

17. Dynamic Learning Maps Document Organization Wisconsin Department of Public Instruction

18. Dynamic Learning Maps 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)

19. Dynamic Learning Maps What are Learning Maps?

20. Dynamic Learning Maps Learning Progressions • Learning Progressions typically are…. • a vertical progression toward a learning target • a sequence of building blocks • research-based • linked to high-quality assessments

21. Dynamic Learning Maps Use perceptual subitizing Identify more than one Identify one Recognized wholeness Create a model of quantity

22. Dynamic Learning Maps Learning Maps are… • 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

23. Dynamic Learning Maps 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 Multiple Pathways Math

24. Multiple Pathways ELA Dynamic Learning Maps 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

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

26. Dynamic Learning Maps Learning Maps are an Internal System

27. Dynamic Learning Maps 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)

28. Dynamic Learning Maps 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

29. Dynamic Learning Maps 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. • Computer adaptive summative assessment • Grades 3–8 and 11 (testing window in the Spring) • Selected response, constructed response, technology enhanced instructionally relevant items • Computer adaptive formative and interim tools • Based on learning maps • Administered throughout the year • Professional development modules for educators • Advanced feedback and reporting systems

30. Dynamic Learning Maps Contacts Kristen Burton Office of Educational Accountability kristen.burton@dpi.wi.gov Erin Faasuamalie Special Education Team erin.faasuamalie@dpi.wi.gov Eva Kubinski Special Education Team eva.kubinksi@dpi.wi.gov

31. Dynamic Learning Maps 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/