1. Dynamic Learning Map Update Lansing, Michigan April 17, 2013 afternoon session Daryl Mellard Sue Bechard Michelle Shipman Judith Gross 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.

2. DLM 2012/2013 update Depth of Knowledge Taxonomy Extensions Learning Maps Claims, conceptual areas Foundation nodes First Contact Survey Instructionally Relevant Testlets Testlet development Example items Technology Enhanced Templates DLM Future Activities

3. DEPTH OF KNOWLEDGE

4. DLM Depth of Knowledge Taxonomy

5. What’s new?

6. LEARNING MAPS

7. Making Connections Claims Conceptual Areas EE Map

8. What are claims? Communicate the goals we have for student learning Provide a framework for organizing teaching and learning both within and across grades Represent the knowledge, skills, and abilities that support understanding and proficiency

9. Making Connections Claims Conceptual Areas EE Map

10. What are conceptual areas? Areas that are organized around common cognitive processes. EEs (tied to nodes) are embedded within conceptual areas. May be organized/structured differently in mathematics and ELA.

11. Claims and Conceptual Areas: ELA

13. Claims and Conceptual Areas: Mathematics

15. Foundation Nodes on the Dynamic Learning Map Currently have 150 foundation nodes on the map. They cover: – Pre-intentional – Attend – Respond They are not linked to one academic area but are foundational to all

16. FIRST CONTACT SURVEY STUDENT CHARACTERISTICS

17. First Contact Survey Teacher demographics Student demographics Classroom setting Sensory capabilities (accessibility needs) Motor capabilities Computer access Communication Academic skills Attention

18. First Contact Sample: Disability Type

19. Language Use Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., Jones, M. (2010). What does ‘ college and career ready’ mean for students with significant cognitive disabilities? Lexington: University of Kentucky.

20. First Contact Sample: Reading

21. 10% of 1%

22. INSTRUCTIONALLY RELEVANT TESTLETS Judith Gross & Michelle Shipman

23. Testlet Development Essential Element 1 Dynamic Learning Map 2 Essential Element Concept Map 3 4 Iterative Review 5 Testlets at 5 levels

24. Step 1: Aligning the Essential Element Essential Element 1 Common Core State Standard Essential Element

25. Step 2: Mapping the Essential Element Dynamic Learning Map 2 Essential Element Node Match Analyze connections Node

26. Fractions M.EE.3.NF.1-3 Differentiate a fractional part from a whole

27. Feelings of Characters ELA.EE.RL.3.3 Identify the feelings of the characters in a story

28. Character Responds to a Challenge EE.RL.6.3 Can identify how a character responds to a challenge in the story

29. Step 3: Completing the Essential Element Concept Map Essential Questions Vocabulary Nodes Questions to Ask Misconceptions/Errors Accessibility/Barriers Essential Element Concept Map 3

31. Step 4: Creating Instructionally Relevant Testlets Testlets at 5 levels 4

32. Step 4: Creating an Instructionally Relevant Testlet Type Testlets at 5 levels 4 Initial Precursor Target Successors Connect the map… Behavior Testlet a …to the items developed. Distal Precursor Proximal Precursor Behavior Testlet b Testlet c Testlet d Testlet e

33. Step 5: Iterative Review Process Iterative Review 5 Internal: Item development teams Editing content and graphics Sensitivity and bias Accessibility External: State visits

34. Fractions From Foundation to 4 th grade

35. Essential Element Concept Map M.EE.3.NF.1-3 – Differentiate a fractional part from a whole – Math – Essential Element – Grade 3 – Numbers and Fractions – Standards 1-3 Covers 5 levels from Foundational Skills (Initial precursors) through 4 th Grade (Successor skills)

36. M.EE.3.NF.1-3 Differentiate a fractional part from a whole

37. Initial Precursors F-62 Attend F-13 Recognize some

38. Distal Precursors F-38 Explain set F-69 Recognize wholeness F-84 Recognize separateness

39. Proximal Precursors F-59 Explain sub-set F-72 Partition sets F-2392 Partition length M-248 Partition shapes

40. Targets M-561 Explain part-whole relationship M-2411 Explain fraction

41. Successors (M.EE.4.NF.3) M-2537 (area), M-2538 (length), M-2539 (sets) - Identify whole M-2350 (area), M-2349 (length), M-2348 (sets) - Identify half

42. Another related fraction EE M.EE.4.NF.1-2 Identify ½ and ¼

43. Initial Precursor Testlet Henry and Mudge are Happy – ELA.EE.RL.3.3 Identify the feelings of characters in a story. – 3 rd grade – Initial precursor level testlet – Task 1 General task and blind/low vision task F-18 Seeks attention of others Precursor of ELA-766 – Task 2 General task F-766 Can identify feeling states in self

44. TEACHER DIRECTIONS You are going to read the familiar story, Henry and Mudge, with the student. You will record the student’s response when you: show the student a favorite object OR show the toy you have used to represent Mudge Put the object out of the student’s sight or reach, but within your reach. After you finish reading, you will ask the student a question and record the response.

45. Henry and Mudge are Happy DLM

46. Henry was a boy.

47. Henry wanted a dog.

48. TEACHER DIRECTIONS (general) Stop reading. Present the object just out of reach but within sight of the student. Move the item in an effort to attract the students attention, but do not speak or otherwise prompt. Record the student’s response (check only one).  Communicates desire to have the object by: Reaching for object Gazing/looking at object Vocalizing Using other gesture or indicator  No response  Smiles, laughs or shows excitement  Whines, cries, or appears frustrated

49. TEACHER DIRECTIONS (blind/low vision) Stop reading. Allow the student to touch, smell, or otherwise interact with the object for a moment. Remove the item and do not speak or otherwise prompt. Record the student’s response (check only one).  Communicates desire to have the object by:  No response Reaching for objects or searching with hands Turning to you and reaching Vocalizing  Smiles, laughs or shows excitement Using other gesture or indicator  Whines, cries, or appears frustrated

50. Mom and dad wanted to make Henry happy.

51. They got him a dog. Henry named him Mudge.

52. Henry loved Mudge.

53. Henry was a happy boy.

54. Mudge was a happy dog.

55. TEACHER DIRECTIONS Ask the student, “Henry and Mudge are happy. Are you happy?” Record the student’s response (check only one).  Clear yes or no response by:  Indicated happiness (laughter, smile)  Indicated displeasure (grimace, frown, grunt)  No response Vocalization Head nod/shake Other gesture

56. Initial Precursor Testlet Aunt Polly – ELA.EE.RL.6.3 Can identify how a character responds to a challenge in the story – 6th grade – Initial precursor level testlet – Familiar text Common Core State Standards English Language Arts Text Exemplars The Adventures of Tom Sawyer – Task 1 and Task 2 F-11 Can demonstrate understanding of action words.

57. TEACHER DIRECTIONS You are going to read the familiar story, Aunt Polly, with the student. You will record whether the student indicates recognition or understanding of the repeated line during and after the story. Aunt Polly makes Tom do different things. Each of them is a common action. As you read each page that begins, “Aunt Polly makes Tom…”: model the gesture, point to the symbol, or model using the voice output device that matches the action. As you read each page that begins, “Tom hates…” pause at least 10 seconds to give the student a chance to: initiate the gesture, point to the symbol, or access the single message voice output device. If the student does not initiate without support after 10 seconds, model the use of the gesture, symbol or switch. If the student does not respond after the model, use a prompt.

58. Aunt Polly DLM

59. This is Tom's Aunt Polly.

60. Aunt Polly makes Tom wash.

61. Tom hates to wash.

62. TEACHER DIRECTIONS Describe how the student responded after you read the word, “wash” (check only one).  Independently initiated use of: Gesture Symbol Voice output device  After presented with a model of the desired behavior, the student used: Gesture Symbol Voice output device  After prompting, the student used: Gesture Symbol Voice output device  Smiled, laughed, vocalized or otherwise indicated enjoyment  Protested, cried, or otherwise indicated displeasure  No Response

63. Aunt Polly makes Tom comb his hair.

64. Tom hates to comb his hair.

65. Aunt Polly makes Tom eat at the table.

66. Tom hates to eat at the table.

67. Aunt Polly makes Tom go to sleep.

68. Tom hates to go to sleep.

69. TEACHER DIRECTIONS Describe how the student responded after you read the word, “sleep” (check only one).  Independently initiated use of: Gesture Symbol Voice output device  After presented with a model of the desired behavior, the student used: Gesture Symbol Voice output device  After prompting, the student used: Gesture Symbol Voice output device  Smiled, laughed, vocalized or otherwise indicated enjoyment  Protested, cried, or otherwise indicated displeasure  No Response

70. Tom hates to do lots of things. Aunt Polly makes Tom do them anyway.

71. ITEM TEMPLATES FOR TECHNOLOGY ENHANCED ITEMS

72. Boardmaker Studio Templates Accessibility features – One and two-switch scanning – Click to place Extensively researched – Informs design of DLM technology enhanced item templates

73. DLM Editor Templates Accessibility features – One and two-switch scanning – Click to place Delivery – HTML packages will upload into Content Builder Crosswalk – Studio items will transition into Editor templates

74. Sorting

76. Hot Text

77. Ordering

78. Labeling

79. Matching

80. DLM FUTURE ACTIVITIES

81. DLM Test Development Research Activities: 2013/2014

82. Activities: 2013/2014 (cont.)

83. THANK YOU! For more information, please contact: dlm@ku.edu or Go to: www.dynamiclearningmaps.orgwww.dynamiclearningmaps.org 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.