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Prepared by Keystone for the New Hampshire Department of Education.

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1 Prepared by Keystone for the New Hampshire Department of Education

2  Introduce the DLM System  Understand how to register students for the assessment  Present information needed to administer the assessment  Provide guidance on becoming a Test Administrator  Provide information related to resources and support for understanding DLM 2

3  In order to finish in a timely manner, please write down your questions (chat or your own notes)  Include the question and module number  We will have time for questions at the end 3

4 Register students through i4see  Your i4see coordinator will create a unique StudentAssessmentID and send that to you for DLM  Remember to include your Out of District private placements in the i4see registrations.  Then you contact the receiving school to provide the registration information.  You will still need to go through DLM’s website to register as a test administrator 4

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6  Dynamic Learning Maps (DLM)  Federally funded consortia of states  New alternate assessment  Based on alternate achievement standards (AA-AAS)  Aligned to the Common Core State Standards  Validly reflects what students with significant cognitive disabilities know and can do 6

7  DLM’s testing platform is primarily delivered and administered via computer.  Item types include:  Single-select multiple choice  Multi-select multiple choice  Matching items  Sorting objects  Select text 7

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9  The DLM assessment is for students in grades 3-8 and high school  For high school, New Hampshire 11 th graders will be tested (previously it was 10 th graders).  Students who took the alternate assessment as 10 th graders do not have to take the assessment in 11 th grade, but have that option.  Please check the participation guidelines at ments/participation_grade11_2012_13.pdf ments/participation_grade11_2012_13.pdf  On the DLM website (http://www.education.nh.gov/instruction/assessment/alt_assess/d lmconsortium.htm) you will find a Decision Making Worksheet which gives guiding questions when discussing participation.http://www.education.nh.gov/instruction/assessment/alt_assess/d lmconsortium.htm  The DLM assessment covers  English Language Arts (ELA)  Includes reading, writing, and language  Mathematics 9

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11 77 training modules and a quiz for each module MMust be completed and passed to access the DLM test materials 22 options for completion 11) Self-directed on your own time OR 22) Facilitated in a group setting NNew Hampshire has chosen the facilitated option YYou will still have to go into the DLM system online and complete the required training quizzes individually 11

12  DLM’s approach to making the Standards accessible for students with significant cognitive disabilities was to develop a map of skills and concepts that have multiple pathways to the grade-level standards. 12

13  Nodes – discrete knowledge and understandings as well as some foundational skills  DLM state partners and experts identified  1,645 nodes for ELA  2,312 nodes for Mathematics, and  141 foundational nodes for each content. YIKES!  Some nodes are more complex than others, but together, they form a map—a dynamic learning map—that shows multiple pathways to the grade-level skills and concepts.  Not all are tested WHEW! 13

14  The nodes are tagged to Essential Elements.  Essential Elements (EE) – specific statements of the content and skills that are linked to the Common Core State Standards at grade level and express the expectations for students with significant cognitive disabilities.  The EE  Set learning targets  Reduce the depth, breadth, and complexity of the skills/concepts  Provide rigor and challenge  Identify the starting point for defining achievement of the standards  Focus on skills with multiple means of demonstration  Contain clusters of nodes (some tested, some not)  The EE point to the most important parts of the standards. 14

15  The EE  ARE NOT a downward extension of the standards  ARE NOT “functional skills”  ARE NOT a curriculum  ARE NOT learning progressions  ARE NOT IEP goals/benchmarks 15

16  DLM contains two tests:  ELA test (reading, writing, language)  Mathematics test  Each of these tests is comprised of multiple testlets, which are, as the name implies, mini tests.  The ELA test has 4-6 testlets.  The Mathematics test has 6–7 testlets.  The testlets each have 3–8 items.  So, each student will take multiple testlets. 16

17  Testlets based on the nodes.  Testlets written at 5 levels containing one or more nodes that precede (or follow) an identified EE.  These levels are called “Linkage Levels.”  Initial Precursor (farthest from the target; indicates the student is at a pre-symbolic level)  Distal Precursor (a bit closer to the targeted EE)  Proximal Precursor (even closer to the targeted EE but not quite there)  Target (This is the level that most closely matches the targeted EE.)  Successor (goes above and beyond the targeted EE) 17

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19  Linkage Levels  waypoints to the EE  indicate where the student is in relation to the grade-level target  The linkage levels of your students’ testlets is based on information you will provide to the DLM system.  Testlets will vary from student to student. 19

20  Both the ELA and Math testlets begin with an engagement activity.  For ELA, it’s a grade-level, adapted text.  The student first reads the text (with or without accommodations) as a means of engagement.  Then the student reads the text a second time. This time, there are questions that follow the text.  For Math, the engagement activity is a contextual setup to the questions. 20

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23  We recommend that you download/bookmark the  TEST ADMINISTRATION MANUAL  _manual_ye_ pdf _manual_ye_ pdf  ACCESSIBILITY MANUAL  al.pdf al.pdf  There is also a “Guide to DLM Required Training & Professional Development ” PDF available at  g/guide_to_dlm_reqd_training_and_prof_dev_ pdf g/guide_to_dlm_reqd_training_and_prof_dev_ pdf 23

24  Assessments/testlets ① are NOT to be stored or shared on computers or personal storage devices. ② CANNOT be shared via or other file-sharing systems ③ CANNOT be reproduced by any means (i.e., no screen shots) ④ CANNOT be printed (except where explicitly allowed per the Test Administration Manual) 24

25  Each year, you will have to complete a Security Agreement  You’ll be automatically prompted to complete the Security Agreement when you log into the DLM system.  You will not be able to access any testing materials unless/until you agree to comply with the test security agreement. 25

26  DLM provides practice activities and released testlets to help you and your students prepare for the actual tests.  DLM practice tests are no longer available until after the testing window  But when it comes to the actual tests,  DO NOT answer for the student  DO NOT change the student’s answers  DO NOT underestimate your student’s abilities 26

27  The DLM system uses methods to detect cheating.  The participating states in the DLM consortia came up with the test security guidelines, in addition, NH will investigate any potential breaches  For breaches, the NH Department of Education will handle on a case by case basis. If found to be true, the DOE will speak individually with each district regarding consequences.  If you are concerned about a potential breach please call Dr. Scott Mantie ( ) 27

28  DLM addresses accessibility in 3 ways: ① Accessible content ② Technology ③ The Personal Learning Profile  Personal Needs and Preferences (PNP) profile  First Contact (FC) survey 28

29  Unless noted, Test Administrators may  Simplify test instructions  Provide synonyms/definitions, except when not allowed to as indicated in TIP  Flexible response modes  Help the student understand how to indicate or record a response  For English Language Learners  All of the above, plus  Translate the text for the student  Translate words on demand  Accept responses in English or their native language 29

30  Test Administrators may  Translate the text for the student (i.e., ASL/SEE, etc.)  Simplify/sign test instructions  Translate words on demand  Help the student understand how to indicate or record a response  Provide synonyms/definitions, except when not allowed to as indicated in TIP  Accept responses in the student’s sign language system and input the response for the student  Re-read the text if the student asks 30

31  The testlets reflect accessible content since they were written  at various linkage levels  with close attention and consideration of vocabulary  to show that there are multiple and alternative pathways to each EE  with tagged items based on accessibility features  utilizing the principles of Universal Design for Learning (UDL) 31

32  The platform used to deliver the the DLM assessment is called KITE (Kansas Interactive Testing Engine)  KITE utilizes information you provide about your student(s) to determine accessibility features and linkage levels of the testlets.  You will have to complete a Personal Learning Profile for each of your students, which is comprised of the  Personal Needs and Preferences Profile (PNP)  First Contact Survey (FC) 32

33 33 https://educator.cete.us/AART/logIn.htm

34  The PNP lets the system know what each individual student needs in terms of accessibility features.  The accessibility features provided WITHIN the DLM system include:  Display (magnification, color, contrast, overlay)  Language (text-to-speech)  The accessibility features that require additional tools/materials include:  adaptive equipment  manipulatives  braille  switches  iPads 34

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37  The accessibility features that are OUTSIDE of the DLM system include:  Human read-alouds  Sign language translation  Test administrator-entered responses  Partner assisted scanning 37

38  The First Contact survey informs the linkage level of what the student’s first testlet should be.  Learner characteristics that go beyond demographics  Systematic reduction of emphasis on FC information and more on performance  The system routes the student to a first testlet that isn’t too difficult but isn’t too easy, either. It balances access with challenge. 38

39  PNP and FC need to be completed before the first testlet is administered.  PNP and FC can be updated if/when the student’s characteristics change.  Keep in mind that changing the PNP and FC could change the testlets. 39

40  DLM assessment covers ELA and Math for grades 3–8 and High School.  For each grade, a select number of the available EE are tested.  The states that participated in the DLM consortia decided which EE would be tested.  Math  9–16 EE are assessed per grade  ELA  16–18 EE are assessed per grade  You can find a list of the assessed EE here: 40

41  Spring Testing Window  March 31- May 15  Every student participating in the DLM assessment must complete all of the testlets for both tests (ELA and Math) during this window.  Results are used for summative purposes.  Instructionally Embedded Assessments  (THESE ARE OPTIONAL)  These are available for use in the fall and early spring.  They do NOT count towards accountability. 41

42  Each testlet contains 3–8 items with an engagement activity.  The items are from one or more EE.  The Math test is made up of 6–7 testlets.  The ELA test is made up of 4–6 testlets.  Each student is assigned a linkage level for each testlet.  The linkage level for the student’s first testlet is based on the FC. 42

43  Dynamic Routing System determines the link level of the next testlet based on the FC and the student’s performance on the first testlet.  So, for example, a student whose first testlet is at the Distal Precursor Level may get bumped up to the Proximal Precursor Level OR bumped down to the Initial Precursor Level.  The more testlets a student takes, the less the Dynamic Routing System relies on the FC. It considers the student’s testlet performance instead. 43

44  Remember, these are optional.  They are available in the fall and early spring.  Each of these assessments covers the nodes for a single EE and linkage level.  They contain 3–5 questions.  The ELA assessments take 10–15 minutes and include a grade- level adapted text.  The Math assessments take 5–10 minutes and include an engagement activity.  They are available in the Educator Portal, which can be accessed via DLM’s website 44

45  The Instructionally Embedded Assessments are NOT included in the summative reports.  As for the spring window tests, the DLM takes everything it knows about the student and the map to determine the degree to which the student has mastered the EE.  There are no raw scores or scale scores.  The system provides a summary score report for each student, which includes information about the student’s  EE mastery  conceptual area summary  overall performance  NH will work with the DLM consortia to determine the proficiency scores. 45

46  Everything you’ll need will be found in the Educator Portal. This is where you will  Manage student data  Access professional development  You should receive an asking you to activate your Educator Portal account after your district or state data steward uploads your user information.  Contact the NH DOE Helpdesk if you haven’t yet been signed up.  You will need to verify that all of the student information associated with your account is correct.  Contact your data steward if something is not correct. 46

47  Confirm that each student’s state ID, first/last name, and grade are correct.  The student’s name should show up twice—once for the ELA test and once for the Math test.  Monitor the PNP and FC before the start of the test window.  All questions on the PNP and FC must be completed.  A blue square means the question has been completed.  A yellow square means the question has not been completed.  Make sure all questions have been completed before you click SUBMIT.  It’s possible those will have already been completed. If so, verify that the information is correct and update as necessary. 47

48  The DLM assessment is intended for the student to interact with the computer independently (with special devices as needed).  Multi-state learner characteristics data indicate that out of all the students who participate in an alternate assessment, 80%-90% are able to interact independently with or without devices.  DLM has additional practices that go beyond the PNP (Module 3)  You will not be able to assess multiple students at once because you need to sit with each student throughout the test and will sometimes have to give further directions.  Try to make the assessment as private as possible for the student. 48

49  As mentioned earlier…  The ELA testlets involve 2 readings of the text  The first reading familiarizes the student with the text  The second reading includes the questions  The student may read the text, the computer can read the text to the student, or the test administrator can read the text aloud to the student depending on the PNP settings for your student.  The Math testlets start off with an engagement activity, but there are no questions for the student to answer regarding the engagement activity. It sets up the context of the testlet questions. 49

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51  Most testlet items are single select multiple choice (e.g., choose A, B, C, or D)  Some items are multi-select multiple choice (e.g., choose all that apply)  Other testlet item types include  Matching  Sorting objects (drag and drop OR click to place, based on PNP settings)  Selecting text (only ELA at some upper grade levels)  The sample activities have one or more of each of these item types. 51

52  Most of the testlets and items are administered within the DLM system.  However, there are some testlets that must be administered by the test administrator.  These are called TEACHER-ADMINISTERED TESTLETS  Teacher = Test administrator in this sense.  With teacher-administered testlets, the student’s answers are entered by the teacher/test administrator.  These testlets are still accessed via KITE. 52

53  There are three types of teacher-administered testlets: ① Lower linkage level testlets sometimes have to be teacher administered since the student is at a pre-symbolic or early symbolic level. ② Math assessments at higher levels are sometimes teacher administered to keep the testlet from becoming too abstract. (e.g., estimating volume) ③ All writing testlets are teacher administered. 53

54  All 3 types of teacher-administered testlets include  Items and engagement activities  Directions to the teacher/test administrator  Script for the teacher/test administrator  Items that are written to the teacher/test administrator 54

55  Lower linkage level testlets  ELA items focus on foundational skills that precede conventional literacy (e.g., recognizing objects, identifying words that describe familiar people)  Math items focus on foundational skills that precede conventional math skills (recognizing some, recognizing separateness)  BUT…the nodes involved in these testlets still link directly to the EE for the student’s grade  Math assessments at higher levels  Teacher administered offline to ensure accessibility  Intent is to prevent the test from becoming too abstract given the higher level of the math content 55

56  Writing assessments  There are two types of writing assessments  Emergent  Conventional  Students use whatever orthography tools they need (pen, pencil, keyboard, modified keyboard, eye gaze, talking word, word prediction) but must have access to all 26 alphabet letters.  The student’s writing product is NOT submitted or scored by DLM. 56

57 Student Selects Topic (Engagement Activity) Test Administrator follows script Test Administrator observes writing & responds to items based on the writing Test Administrator evaluates writing 57

58  There are some testlets that have a combination of computer- administered items and teacher-administered items.  In these cases, the teacher-administered items are presented first. 58

59  You are now ready to complete the required quizzes for each of the required training modules.  You are advised to refer to this training as well as to the Test Administration Guide and Accessibility Manual as you complete the quizzes.  Although you participated in this facilitated training, you are certainly welcome to go into DLM’s Educator Portal and view DLM’s provided training modules. They range from 5-15 minutes each.  You must enroll in each of the modules in order to access the trainings and quizzes.  Once you enroll and go into each quiz, you will be asked whether or not you did the training on your own or as part of a facilitated group. 59

60  You must score 80% or better on each quiz. If you do not, you will have to retake the quiz until you do.  The number of questions varies per quiz.  The DLM system will not tell you which questions you answered correctly or incorrectly—only if your final score was 80% or better.  Like your students’ testlet items, the test administrator quiz questions are mostly single-select multiple choice.  However, there are some that are multi-select multiple choice.  Usually, multi-select multiple choice items will direct you to “select all that apply.” However, some multi-select choice items neglect to direct you to do so. So, keep that in mind as you answer the questions. 60

61  When you finish this training you may go to the KITE portal to complete the quizzes. You must score at least 80% correct in order to pass each quiz.  If you do not pass the first time, you must retake the quiz (same questions) until you do.  https://educator.cete.us/AART/logIn.htm https://educator.cete.us/AART/logIn.htm  You may download this training from  Remember that you will not be able to access the test materials until you have completed all of the required trainings AND you must sign the test security agreement. 61

62     Test Administration Manual: on_manual_ye_ pdf on_manual_ye_ pdf  Accessibility Manual: nual.pdf nual.pdf 62

63 63 Questions related to…Contact Person Contact Info Becoming certified to administer the DLM assessment (content related) Mike Burdge Debbie Taub Becoming certified to administer the DLM assessment (e.g., registering students) NH contact person Administering the DLM assessment to students Mike Burdge Debbie Taub Technology questions and concerns DLM Helpdesk (free)

64  A series of recordings from this training will be posted. A link for viewing them will be available through  An additional Question and Answer webinar will be held April 13 from 8:00-9:00 a.m. EST. https://global.gotomeeting.com/join/ You can also dial in using your phone. United States (Long distance): +1 (571) Access Code:


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