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Dynamic Learning Maps

2015 MO-CASE FALL CONFERENCE Presented by: Bonnie Aaron & Tiffani Muessig. Dynamic Learning Maps. Missouri Department of Elementary and Secondary Education. September 2014. PURPOSE. To provide a basic overview of the New MAP-A developed by Dynamic Learning Maps consortium.

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Dynamic Learning Maps

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  1. 2015 MO-CASE FALL CONFERENCE Presented by: Bonnie Aaron & Tiffani Muessig Dynamic Learning Maps Missouri Department of Elementaryand Secondary Education September 2014

  2. PURPOSE To provide a basic overview of the New MAP-A developed by Dynamic Learning Maps consortium

  3. LEARNING OUTCOMES: To provide a basic overview of: Learning Maps Claims and Conceptual Areas Essential Elements Linkage Levels and Nodes Instructionally Relevant Items (Testlets) Item Types

  4. LEARNING OUTCOMES: What do educators need to know and do right now? • Security Agreement • Required Trainings • KITE • First Contact Survey • Personal Needs and Preferences • Released Practice Testlets • Practice Testlets for Students • Blueprint

  5. Dynamic Learning Maps (DLM) Basic Overview

  6. What is Dynamic Learning Maps? • The DLM project is guided by the core belief that all students should have access to challenging grade-level content • The new DLM Alternate Assessment System will let students with significant cognitive disabilities show what they know in ways that traditional testing cannot • The Dynamic Learning Maps • Are designed to map a student’s learning throughout the year • Uses items and tasks that are embedded in day-to-day instruction • Integrates testing and instruction to inform teaching and benefit students

  7. What makes DLM unique? Assessments can be delivered on PC MAC Desktops Laptops iPads Interactive whiteboards

  8. AAC Devices Have Given Freedom

  9. The Big Picture

  10. What are Learning Maps? Learning maps are the many different pathways a student may take to learn a skill or concept.

  11. DLM’s Multiple Pathways

  12. What are Claims? Claims are broad statements about what students are expected to learn and to be able to demonstrate within ELA and mathematics content areas.

  13. Claims . . . Identify major domains of interest in English language arts and math for students with significant cognitive disabilities Are broad statements about expected student learning that serve to focus the scope of the assessment Help organize the structures in the learning map for this population of students

  14. English Language Arts Claims

  15. What are Conceptual Areas? Conceptual areas further define specific knowledge and skills required to meet the broad claims identified by DLM.

  16. Conceptual Areas . . . Are areas within the learning map that have nodes directly related to the Essential Elements Represent concepts and skills that support the learning of the Essential Elements Are groups of connected concepts and skills Serve as models of how students may acquire and organize their content knowledge

  17. Conceptual Area ELA.C1.1

  18. What are Essential Elements? Essential Elements are specific statements of knowledge and skills linked to the Missouri Learning Standards.

  19. Essential Elements MLS Most SCD EEs

  20. Essential Elements Continued . . . . • Alternate standards aligned to Missouri Learning Standards • Developed by content specialists (educators) • Provide links between the standards and grade level expectations for students with significant cognitive disabilities

  21. Crosswalk from Missouri Learning Standards to Essential Elements

  22. What are Linkage Levels? Linkage levels are small sections of the learning map that contain one or more nodes.

  23. Linkage Levels

  24. What are nodes? Nodes specify individual skills and understandings that were drawn from the research in English language arts and Mathematics.

  25. What are Nodes? Essential Elements Learning Map Linkage Nodes Linkage Nodes

  26. Five Linkage Nodes • Five linkages to each Essential Element • Link the Essential Elements to the learning map • Initial precursor node • Distal precursor node • Proximal precursor node • Target node • Successor node • Where a student enters the map based on the First Contact Survey

  27. What are Instructionally Relevant Testlets? Instructionally relevant testlets are sets of 3-8 items and an engagement activity.

  28. Engagement Activity • Precedes a testlet and introduces the concept to be addressed • Describes a scenario and provides context for the items • Taps prior knowledge or experience

  29. Testlets Are used for instruction AND testing Increase the instructional relevance of the assessment Provide a better estimate of the students’ knowledge, skills and abilities Provide more reliable and valid indicators of student performance than current status collection of evidence

  30. What item types will be used? 32 Each testlet will feature a variety of different types of questions.

  31. ITEM TYPES USED IN TESTLETS • Multiple choice • Technology enhanced • Matching • Sorting • Labeling • Teacher administered • Engagement Activity

  32. Multiple Choice

  33. Matching

  34. Sorting

  35. Educator Administered Assessment

  36. Now what? What do I need to know and do right now?

  37. Educator Portal Login 39

  38. Security Agreement 40

  39. Required Test Administration Training 41

  40. Missouri’s Guide to Required Test Administration Training 2014-2015

  41. FIRST CONTACT SURVEY A comprehensive questionnaire completed by the student’s teacher based on the teacher’s knowledge of the student’s performance, skills, and knowledge Used in conjunction with the Personal Needs and Preferences Profile to determine where a student initially enters the KITE Student Portal assessment system Completed by the student’s teacher in the KITE Educator Portal Completed once a year and edited or adjusted as needed

  42. First Contact Survey • GO TO EDUCATOR PORTAL • Complete the First Contact Survey for each student

  43. Personal Needs and Preferences Student-specific information that tells the DLM test delivery system what the needs are for individual users. The PNP includes information the system needs to make the student’s user interface compatible with his or her accessibility needs. In DLM™, the PNP profile includes information about display enhancements, language and Braille, and audio and environment supports. Educators who know the student provide the information in the profile.

  44. PERSONAL NEEDS AND PREFERENCES Customization for each student.

  45. Released Practice Testlets

  46. Practice Test Have the students practice taking the test

  47. Planning • Plan and provide instruction using the essential elements blueprints • Do not forget the manipulatives!

  48. What are Blueprints? The Missouri Blueprints contain EEs that will be used for testing.

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