1. DPI UPDATE: SPECIAL EDUCATION ALTERNATE ASSESSMENT-DYNAMIC LEARNING MAPS 1

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

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

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

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

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7. DLM Consortium Member States 7 Dynamic Learning Maps

8. Timeline 8 Dynamic Learning Maps

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

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

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

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

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

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

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

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

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

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

19. What are Learning Maps? 19 Dynamic Learning Maps

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

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

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

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

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

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

26. Learning Maps are an Internal System 26 Dynamic Learning Maps

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

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

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 3–8 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

30. 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 30 Dynamic Learning Maps

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