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Dynamic Learning Maps Alternate Assessment Consortium Patti Whetstone Center for Educational Testing and Evaluation University of Kansas The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.

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Overview Key features of the DLM consortium Member states Who are the students Update on current activities/key features Development of Common Core Essential Elements (CCEE) and instructional exemplars Learning Maps

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State Participants

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Who are the students?

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Key Features Common Core Essential Elements (CCEE) and instructional exemplars Learning maps Dynamic assessment Instructionally-relevant testlets

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Key Features Instructionally-embedded and stand- alone versions Advanced feedback and reporting systems (including growth modeling) Technology platform Professional development

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The DLM Alternate Assessment System * English Language Arts and Mathematics, Grades 3–8 and High School EMBEDDED TASKS ASSESSMENTS A series of more than 100 items/tasks per year embedded within instruction, each with various forms and scaffolds to allow for customization to student needs. Each task typically requires one to five minutes for completion. DIGITAL LIBRARY of learning maps; professional development resources; guidelines for IEP development and student selection for the alternate assessment; instructionally relevant tasks with guidelines for use materials, accommodations, and scaffolding; automated scoring (for most) and diagnostic feedback; and online reporting system. END-OF-YEAR ADAPTIVE ASSESSMENT * Alternate assessment systems are those developed for students with the most significant cognitive disabilities and are based on alternate achievement standards. ** Research will be conducted to review the technical feasibility of using data from the tasks for summative accountability purposes. Instructionally embedded tasks used with all DLM students. States may choose to use aggregate data for summative purposes (state decision).* Summative assessment for accountability for those states that choose not to use the embedded tasks for accountability. Two options for summative assessment**

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Common Core Essential Elements Definition: 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.

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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 significant cognitive disabilities to achieve grade differentiated expectations Provide challenge and rigor appropriate for students with significant cognitive disabilities in consideration of the significance of their disabilities Are not: Downward extension to pre-K General essence statements Statements of functional skills

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Identify Essential Elements and Create Instructional Exemplars: 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 Provide instructional guidance as students move up a varied path on an achievement continuum

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Identify Essential Elements and Create Achievement Level Descriptors: Why Standardize meaning for users to understand targets for learning Provide consistency in expectations across grades and achievement levels Emphasize similarities in content learning and skill achievement even though ways of performing may be highly diversified. Ground the alternate assessments in clear expectations for learning and achievement

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CCSS Essential Elements Instructional Exemplars - Descriptors Assessment Achievement Level Descriptors EXAMPLES Examples Are Essential Too 13

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Grade 4 Mathematics Geometric measurement: understand concepts of angle and measure angles. 4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Geometric measurement: understand concepts of angle and measure angles. 4MD5. Recognize angles in geometric shapes Level 4 AA students will 4.MD.5. Label different types of angles in geometric shapes. Ex. Construct geometric shapes using marshmallows and toothpicks. Then determine whether angles are right, obtuse or acute Ex. Given a square, determine whether the angles are right, obtuse or acute. Level 3 AA students will 4.MD.5. Recognize angles in geometric shapes. Ex. Teacher draws a geometric shape in a sand box, draw an arc to identify the angles. Ex. Give students pictures of different geometric shapes. Sing a song about shapes and ask students to hold up shapes with right angles (or acute angles...). Level 2 AA students will 4MD.5. Identify an angle. Ex. With shaving cream, teacher draws a shape with an angle and a circle. Wipe away the shape that doesn’t contain an angle. Ex. On the playground, identify as many angles as they can see or feel. Ex. Given an angle template, hold it to shapes in the classroom and tell if it matches. Ex. Given a set of four shapes (one with angles and three with no angles), eye gaze toward the shape with angles Level 1 AA students will 4MD.5. Attend to angles in the environment. Ex. Use eye gaze to focus on two similar angles in the classroom (e.g., watch while teacher points to the corner of the door and the corner of the window to show how they are the same). Ex. Participate in matching activity to find one angle that matches a template from a set of three shapes.

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Grade 4 Mathematics Geometric measurement: understand concepts of angle and measure angles. 4MD5. Recognize angles in geometric shapes Level 4 AA students will Label different types of angles in geometric shapes. Ex. Construct geometric shapes using marshmallows and toothpicks. Then determine whether angles are right, obtuse or acute Ex. Given a square, determine whether the angles are right, obtuse or acute. 15

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Geometric measurement: understand concepts of angle and measure angles. 4MD5. Recognize angles in geometric shapes Level 3 AA students will Recognize angles in geometric shapes. Ex. Teacher draws a geometric shape in a sand box, draw an arc to identify the angles. Ex. Give students pictures of different geometric shapes. Sing a song about shapes and ask students to hold up shapes with right angles (or acute angles...). Grade 4 Mathematics 16

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Geometric measurement: understand concepts of angle and measure angles. 4MD5. Recognize angles in geometric shapes Level 2 AA students will Identify an angle. Ex. With shaving cream, teacher draws a shape with an angle and a circle. Wipe away the shape that doesn’t contain an angle. Ex. On the playground, identify as many angles as they can see or feel. Ex. Given an angle template, hold it to shapes in the classroom and tell if it matches. Ex. Given a set of four shapes (one with angles and three with no angles), eye gaze toward the shape with angles. Grade 4 Mathematics 17

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Geometric measurement : understand concepts of angle and measure angles. 4MD5. Recognize angles in geometric shapes Level 1 AA students will Attend to angles in the environment. Ex. Use eye gaze to focus on two similar angles in the classroom (e.g., watch while teacher points to the corner of the door and the corner of the window to show how they are the same). Ex. Participate in matching activity to find one angle that matches a template from a set of three shapes. Grade 4 Mathematics 18

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The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views.

The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views.

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