1. Science, Alternate Standards, and Assessment
Molly-
Welcome
We are here today to talk with you about the alternate standards including the new Wisconsin essential elements for science and assessment

2. Overview Wisconsin Essential Elements for ELA and Mathematics
Introduce the new Wisconsin Essential Elements for Science
Instructional Resources and Professional Development
DLM Assessment Updates
A brief overview of the things we will cover a little more in depth this afternoon

3. Dynamic Learning Maps Consortium
DLM started in 2010 with a grant funded through the Office of Special Education Programs, at the U.S. Dept. of Education.
What started as a 13 state led consortium has now expanded to 18 states.
Wisconsin is one of the original 13 members.
Wisconsin educators have guided the development of the DLM system throughout this time including the creation of new alternate achievement standards in ELA and math, item writing and review, learning maps review and standard setting

4. Science Alternate Standards
This year Wisconsin is moving forward with new alternate standards for science.
Let’s spend some time talking about why we have decided to move towards these standards, what they consist of, and how you can incorporate them into your teaching.

5. Alternate Achievement Standards for Science
Need to engage students with significant cognitive disabilities
Higher expectations for all students
Cohesive systems for instruction and assessment
As many of your know, the standards we have been previously using are called the Extended Grade Band Standards. These were broad statements of skills at each grade band for Reading, Math and science. For Science extended grade objectives were set for Grades 4, 8 and 10. General educators, special educators and content specialists from across Wisconsin gathered to determine the essence of the Wisconsin Model Academic Standards and grade level objectives and subskills found in the Wisconsin Assessment Frameworks. These formed the basis for the Extended Grade Band Standards. These standards were designed to allow students with significant cognitive disabilities to progress toward state standards while beginning at each student’s present level of performance. Since this was the first time standards had been crafted for this population, there was not a one-to-one correspondence between the EGBS and the general education standards.
In 2010 Wisconsin moved toward using more rigorous alternate standards in ELA and Math. After examining our current practice in science compared to ELA and Math we started to rethink what we were asking students to do in Science. Could there be something different for Science? What was happening in general education around Science?
To help us better understand the current state of Science instruction in Wisconsin, Kevin Anderson, DPI Science Consultant and a leadership team to continue to examine our science standards. We had increased the rigor for ELA and Math but what we had for science did not match the level of rigor for ELA and Math. We needed to have high expectations for all students in all subjects.

6. Introduction to Science EEs
The DLM EEs for Science are specific statements of knowledge and skills linked to the grade-span expectations and represent the most frequently assessed standards in DLM Science states identified in the 2012 Framework for Science.
This set of Essential Elements addresses a small number of science standards, representing a breadth, but not depth, of coverage across the entire standards framework. DLM is working on developing a science map. When it is complete, the Essential Elements will be aligned to the map with revisions and additions as appropriate.
They have been developed for three grade spans, elementary(represented by grade 5 standards), middle school and high school.
DLM is taking a two phase approach with Science. Phase 1 includes the development of EEs and an assessment aligned to those standards. Phase 2 won’t be released until likely 2019 and will include the development of learning maps.

7. Introduction to Science EEs
The Science EEs are arranged into the three domains, ten core ideas, and fourteen topics shown in the table above. A crosswalk of the DLM states’ science standards identified cross-grade topics in the domains of physical science, life science ( including high school biology) and earth/space science.
States selected core content for EE development that is common across states and is most important for students with significant cognitive disabilities to be prepared for college, career or community life.
*A note on HS Biology-Wisconsin won’t be utilizing this portion of the DLM assessment. It was developed to support an individual states need for an end of course examination. However, they certainly may be used for instruction in high school. You should note that there are standards in Life science that overlap with standards found in HS biology. So as you plan instruction you should be aware of this.

8. What are Students Learning?
In grade spans-Elem., Middle, HS
Physical science, life science, earth and space science, and high school biology
Builds a bridge from the content in the general education science framework to academic expectations for students with significant cognitive disabilities
The standards are in grade bands as they have been previously.
K-5
Middle school, 6-8
High School 9-11
The standards cover material in the domains of physical science, life science, earth and space science, and high school biology.
These standards are more specific and more aligned to what students in the general education curriculum are doing.

9. Number of EE’s
The DLM science standards framework approved for EEs development identified the number of standards to address by grade and domain. Of these standards, only a subset are included on the test blueprint.

10. Linkage Levels Comparison
As you may remember from this morning, the DLM EEs for ELA and Math contain five linkage levels. Linkage levels are the varying skill levels for which a student maybe assessed at. Skill levels progress as you move from the Initial level all the way to the successor level.
In many states, the instructional practices for science were not as robust as those for ELA and Math. It was therefore recommended that the EEs for Science use three linkage levels until more research had been conducted with the development of a learning map.
To develop the three levels, educators started by looking at the grade level general education standards and then extended the skill download to the two lower linkage levels.

11. Introduction to Science EEs
The EEs are presented by grade level and domain in a format that contains three areas of information for each EE. Science framework, essential element and connections.
This particular document really provides a lot of great information to teachers. It will help them capitalize on connecting their science instruction by showing the relationship to any ELA or Math essential elements.
The science EE’s will utilize three linkage levels rather than the 5 you are more accustomed to in ELA and Math. This document will highlight how the essential element is broken down and provide a description of what is expected of the student at each of the three levels. In working with educators, they felt that this document was the most meaningful for instructional purposes.
The science framework section shows information on how the essential element links to general education, grade-level science standard.
At the bottom of this document in the right hand corner you will find a ‘connections box” this is going to explain how what you are doing in science connects to standards in both ELA and Math. We are aware of the importance of teaching skills across content areas and settings, repetition to help students with significant cognitive disabilities learn new content. This particular section will help you make these connections and create opportunities to do so.

12. Wisconsin Comparison of Standards
Extended Grade Band Standards
Wisconsin EE
Science
D. Physical Science
Objectives:
Properties and Changes of Properties in Matter
Motions and Forces
Transfer of Energy
D1a Identify the direction of motion before the object is released.
EE.MS-PS2.2
Investigate and predict the change in motion of objects based on the forces acting on those objects.
D1b Identify two or more physical characteristics of substance.
EE.MS-PS1-2
Interpret and analyze data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred (e.g., burning sugar or burning steel wool, rust, effervescent tablets).
EE.MS-PS4-2
Use a model to show how light waves (e.g., light through a water glass, light on colored objects) or sound waves are reflected, absorbed or transmitted through various materials (e.g., water, air, table).
EE.MS-PS3-3
Test and refine a device (e.g., foam cup, insulated box, or thermos) to either minimize or maximize thermal energy transfer (e.g., keeping liquids hot or cold, preventing liquids from freezing, keeping hands warm in cold temperatures).
Wisconsin Comparison of Standards
The Extended Grade Band Standards were developed back in 2007 and were broad statements of skills based upon the Wisconsin Model Academic Standards. Since then some districts in our state have moved toward using or adopting the Next Generation Science Standards. We worked with Kevin to make sure our new standards would support the learning of students regardless of whether they were in a district using the Wisconsin Model Academic Standards or if they had moved toward The Next Generation Science Standards. One of the first steps we took was to look at the DLM EE, and use the crosswalk already created and looked at connections between our current EGBS standards and the EEs.
Here is an example in elementary grades between the EGBS and the DLM EE. You can see how broad and basic our old science standards were. On the other hand you can see that our new science standards are much more specific.

13. How can I support my Students Learning
Take time to unpack the new Essential Elements for Science and see how they fit into your district curriculum
Ongoing collaboration with content experts
Seek out professional development
This year, we really want districts to spend some time thinking about your current practices in science for ALL students.
Initial part of UNDERSTANDING the standards is thinking about the eight practices of science and engineering that the Framework identifies as essential for all students to learn.
We will be posting a timeline for implementation to the DPI EE website to assist you with rolling out these standards. We will post additional resources (modules, worksheets, etc.) to go with the timeline as we create them.
An important component of understanding these new standards and how they fit into your current science curriculum is unpacking the science standards. Time will need to be allocated for special education teachers to collaborate with content specialists, in this case, the science teachers. Whether you are using an alternate curriculum for science or working within the general education curriculum map out the standards.
What happens when we don’t have an essential element for what is being taught in the general education curriculum?

15. Wisconsin Essential Elements ELA and Math
Unpacking of the Essential Elements
Making sure your state standards and essential elements are working together
Allow time for collaboration with content experts
Many districts have unpacked the Wisconsin model academic state standards. How many have allowed time for the unpacking of the Wisconsin Essential Elements?
The essential elements are more rigorous than our previous alternate state standards and we know that we need to continue to focus on the instruction of the essential elements for our students with significant cognitive disabilities.
Special education teachers without specific content knowledge background may need greater access to content experts to assist with understanding of essential elements or best practices in teaching that skill
Encourage teachers to map out essential elements within their curriculum (doesn’t matter if they are working within a purchased alternate curriculum or within the general education curriculum) this will help to address any essential elements that are not covered in the curriculum. It will allow for teachers to create a plan to make sure all essential elements are being taught to the students.
Posted “I Can…” statements for state standards and the essential elements

16. Science within Literacy
The document posted for the Wisconsin essential elements in Science have a component that makes connections back to both ELA and Math.
At some point during this presentation you may have thought to yourself, “And when am I supposed to do this?”
Story of implementing new Math and ELA in my district.
This section is going to help you make connections and work on these science standards within your ELA and math instruction. But will require planning and knowledge of curriculum.

17. Literacy within Science
Reading (Informational Text)
Example: EE.RI.4.3 Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific or technical text
Science Texts
Literature
Novels
Short stories
Drama
Movies
Informational: Narrative Nonfiction
Autobiographies
Biographies
Memoirs
Informational: Expository
Newspaper articles
Lectures
Technical journal articles
Textbooks
Magazine articles
Instructional videos
How-to-guides
Informational: Visual
Models
Photos
Video footage
Sculpture
Paintings
Illustrations
Informational: Persuasive
Editorials
Blog posts
Persuasive speeches
Debates
Informational: Data
Charts
Graphs
Infographics
Data tables
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects.
College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kids of evidence used in history and science; an understanding of domain specific words and phrases, an attention to precise details, and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.
When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.
Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be non-fiction.

18. Science within Literacy
K-12 resource for literacy in all subjects
Includes strands in reading, writing, speaking and listening, and language
Speaking and Listening; Flexible communication and collaboration
Language: Conventions, effective use, and vocabulary
Reading; text complexity and the growth of comprehension
Writing: text types, responding to reading and research
How many of you are aware of this document?
It was created in 2010 and released with the new Wisconsin standards. This document, as it title suggests, focuses on “Literacy in All Subjects” For organizational purposes it breaks Literacy into;
Reading
Writing
Speaking and listening
Language

19. Spring Science Assessment

20. Science Alternate Assessment
Same test window as ELA and math
Assessed in grades 4 and 8-11
~9 testlets,3-4 items on each testlet
Engagement activity
Similar administration as ELA and math
The DLM science assessment will be administered beginning this Spring during the same test window as the DLM ELA and math assessments.
DLM science will be administered in grades 4 and 8 (as the alternate to the Forward Exam), in grades 9 and 10 as the alternate to the ASPIRE assessment and in grade 11 as the alternate to the ACT Plus Writing /WorkKeys assessment.
A student will receive approximately 9 testlets , with 3-4 items included on each testlet. The administration of the science test will be similar to that of ELA and math and will be centered around an engagement activity.

21. Science Blueprint

22. Item Field Test Items already field tested last spring
Additional, field testing in three other states this fall between November 4-December 2, 2015
DLM started the science project about a year ago. During the last year, DLM and partners have already created the standards, written many items, conducted content and bias reviews, as well as field test those items. These field testing efforts will continue through this fall.

23. Released Science Template

29. Dynamic Learning Maps Instructional Resources and Professional Development

30. Instructional Resources and Professional Development
Collaborate with general education literacy, math, & science educators
Participate in professional development delivered by your District or CESA
Baseline Checklists
Mini-Maps
Instructional Tools Interface (ITI)
Self-Directed Online DLM Professional Development
“Unpacked” ELA and Math Essential Elements
There is likely to be a learning curve as out state moves forward with the new science essential elements. It will be crucial to implementation that teachers are well versed in the standards. There will be many opportunities for professional development as we go forward. We are going to talk about a number of them here today.
Read options from the slide

31. Baseline Checklist http://sped.dpi.wi.gov/sped_assmt-ee#Baseline
Here is a useful tool to help assist teachers direct and break down their instruction for students with significant cognitive disabilities. There is a baseline checklist for each grade level and essential element within the grade level. Right now they have only been developed for ELA and Math. As we go forward with science, we will also develop them for science.
Both the essential element and its corresponding state standard are listed with additional information on how to break the element down to reach all learners.
It shows the relationship between the alternate standards and state standards to promote collaboration between special education teachers and general education teachers. It also encourage including students with significant cognitive disabilities in with their peers.

32. Learning Maps http://dynamiclearningmaps
We already DLM has created mini maps for all of the assessed Essential Elements for ELA and Math. Each mini map shows the 5 linkage levels and related skills. Teachers can use these to help guide instruction throughout the year.
These mini maps can be found on the DLM website at the URL listed on the slide.

33. Learning Maps
As you know, the EEs specify academic targets, while the learning map clarifies how students can reach a specified standard. For each EE, small collections of nodes or skills are identified in the learning map. These skills identify critical junctures on the path toward the standard.
The learning maps are massive. This ‘scribble’ represents only a small portion of the learning map. If we were to print the maps out, one content area only would reach over 40 feet long and 7 feet high.

34. Mini Maps
The essential elements build a bridge from content standards to academic expectations for students with the most significant cognitive disabilities.
In order to help educators utilize the learning maps, DLM has created ‘mini maps’ for all of the assessed Essential Elements in ELA and Math. Each mini map shows the 5 linkage levels and related skills. Teachers can use these to help guide instruction throughout the year. The learning Maps can be found on the DLM webpage under Learning Maps, Essential Elements.
The essential elements specify academic targets, while the learning map clarifies how students can reach a specified standard. For each essential element, nodes are identified earlier in the map that represent critical junctures on the path toward the standard. These small collections of nodes are called linkage levels. The mini maps will help teachers see how various skills and elements are interconnected.

35. Optional Professional Development
The Dynamic Learning Maps™ (DLM®) Alternate Assessment System Consortium offers professional development modules and a virtual community of practice to support educators who teach and assess students participating in the DLM system. Our professional development site is facilitated by our partners at the University of North Carolina.

36. Optional Professional Development
This slide illustrates how you can find the professional development page from the DLM website.

37. From here you can either look for modules organized by claim or alphabetically.
There are many, many modules for educators to choose from. There are modules covering topics…
Math (many topics from adding and subtracting all the up to geometry and algebraic thinking)
On how to work with students who are beginning communicators
Provide a broad over view of the standards
Provides overview of DLM (conceptual claims, DLM vocabulary, essential elements, etc…)
English Language arts including reading comprehension, writing, shared reading, speaking and listening, participating in discussion, and more
How to connect the DLM to Individualized education plans
UDL
Understanding who should be participating in the alternate assessment
Once you choose a module to take you can decide if you want to do an ‘online, self-directed’ module or you can choose to do a facilitated module. If you choose to complete the facilitated module you will be provided with activities and more of an interactive experience. They range in the amount of time it take to complete but almost all of them can be completed in 60 minutes. These are things that can be done on professional development days or during PLC time during the school day. Or a teacher who is looking for more information on teaching certain skills to their student might find the information within the modules helpful to them.

38. Unpacking the Standards http://dlmpd.com/instructional-resources/
The state of Iowa is apart of the DLM consortium and worked with the University of North Carolina to unpack the essential elements for math and ELA. As a part of the consortium we have permission to use this document within our state. So it says Iowa Core at the top but they are using the same essential elements that we are using.
As you can see on the screen they have grouped related essential elements together and then unpacked them. The unpacking section will particularly useful to teachers of students with significant cognitive disabilities as they design lessons for students. It will help make sure the lesson is getting at the essence of each element. The skills section is particularly helpful when deciding how to direct instruction.
There is a link at the top of the slide that will take you to where you can find this unpacking document for ELA and math. You can also find this under Instructional Resources on the previous screenshot.

39. Questions

40. DLM Assessment Updates

41. Science and Social Studies
Grades 4 and 8-11
Social Studies Rater Forms
Grades 4, 8 and 10

42. Timeline Date Activity September-February 19
Districts upload users, student enrollments and rosters
January 8
Recommended deadline to complete enrollment/user/roster uploads for participation in spring testing
January 15
Recommended deadline to complete First Contact and PNP for participation in spring testing
January19-February 19
Data uploads and validation window
February 10
Deadline to complete required test administration training before spring window
February 29
Deadline to mark ‘Braille’ in student PNP for spring window
Deadline to complete FCS and PNP
March 28-May 20
DLM Test Window for ELA, Math, Science and Social Studies
July 2015 (tentative)
DLM Reports available
Timeline

43. Preparation for Assessment Administration of ELA, Math, Science & SS

44. Preparation for Assessment Administration ELA, Math, Science & SS
Complete security agreement
Complete required DLM Assessment Training
Complete Face to Face Trainings hosted by your district/CESA or through the DLM Self-Directed Online Training
New Teacher and Returning Teacher Modules
Receive a certificate of completion
Teachers are not able to administer the DLM Assessment without completing the required assessment training
No access to student KITE Client or testlets

45. Preparation for Assessment Administration ELA, Math, Science & SS
The required test administrator training is located in Moodle, which is a training website separate from Educator Portal. training.dynamiclearningmaps.org Guide to Required Test Administration Training
Educators who were loaded in the portal last year have access to Moodle.
There is an additional training module that will be made available in Moodle, this is optional for those who want to learn more specific to science. There is not a quiz required for this training. This should be available by 10/8.

46. Preparation for Assessment Administration ELA, Math, Science & SS
Upload student demographic information in DLM Educator Portal for accuracy and have District Data Steward correct if needed
Ensure student data is correct
Ensure roster data is correct
Complete the First Contact survey for each student in Educator Portal
For students who require accessibility supports, complete the Personal Needs and Preferences (PNP) Profile in Educator Portal

47. Preparation for Assessment Administration ELA, Math, Science & SS
• Ensure KITE Client must be installed on the computer or device that students use to take the test
Chromebook
iPad
Desktop PC
Mac

48. Technology http://dynamiclearningmaps.org/content/kite
For school year 2015–16, Dynamic Learning Maps will no longer support the Windows XP operating system for running KITE Client.
New versions of the secure browser must be downloaded onto testing devices

49. Assessment Resources Websites
The State of Wisconsin’s DLM Webpage
Wisconsin Department of Public Instruction Alternate Assessment Webpage

50. Assessment Resources Website
Wisconsin Department of Public Instruction -Wisconsin’s Alternate Assessment webpage
Social Studies Rater Forms
Calendar
FAQ
Resources-Parent Information, DPI Guidance, WI Test Security Policies, Forms
Link to the DLM Wisconsin Webpage

51. Assessment Resources Website
State of Wisconsin’s DLM Webpage
One stop shop for DLM & Wisconsin Assessment Resources
DLM
Educator Resource Page
Manuals
Templates
Parent Information

52. Assessment Resources Website
DLM Educator Resource Page
Key webpage with resources, job aids, and videos to support Test Administrators
Bookmark this page on your computer
Visit the Educator Resource Page often as it is Updated Frequently
Sign up for DLM Updates

53. Improvements for Spring 2016
The list of manipulatives for the Spring YE assessment are not yet posted on DLM
Substitutions may be made when a manipulative is not available or when a manipulative is not appropriate for a student.
This year the Test Information Pages (TIPs) are updated with more details on the required manipulative attributes in order to help when you need to select substitutes.
You may never view a testlet prior to administering it to a student. Information you need to know in order to gather materials for a testlet are provided in the TIPs page.

54. Improvements for Spring 2016
Improved turnaround time for test tickets between testlets
Availability of spoken audio
Shortened First Contact Survey

55. Questions

56. Thank You!
Molly Bever Kristen Burton