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PA Teacher Introduction to DLM Module 2 1

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Getting to Know Dynamic Learning Maps® (DLM®) Teacher/Assessor Training

© 2020 Accessible Teaching, Learning, and Assessment Systems (ATLAS)

Module Two Using Essential Elements/AEC in Planning Instruction

Pennsylvania—Fall 2020

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PA Training Guidance: Participation Verification and Act 48 Credit

• Getting to Know DLM for Teachers is a required training.

• For verification, all participants must:– Register in the PaTTAN Courseware system prior to

viewing modules. Act 48 credit is available.– Use the link at the end of each module and enter the

code provided and answer all survey questions.

• Act 48 credit will be awarded after the training window closes on December 31st.

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Agenda: Module Two

the relationship between standards and curriculum

the relationship between instruction and assessment

the learning routes mapped via Essential Elements and linkage levels

strategies for approaching instruction

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inclusion?

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STANDARDS AND CURRICULUM

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Standards and Curriculum

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DLM Essential Elementsalternate achievement standards for DLM assessments

provided by grade for ELA and mathematics

provided by grade band for science (elementary, middle, high)

aligned to states' grade‐level general education standards

reduced depth, breadth, and complexity

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DLM ELA Essential Element

EXAMPLE

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ComparisonGrade‐Level 

Standard

DLM Essential 

Element PA Core Standard

PA Alternate 

Eligible Content

ELA.RI.5.2

Determine two or 

more main ideas 

of a text and 

explain how they 

are supported by 

key details; 

summarize the 

text.

ELA.EE.RI.5.2

Identify the main 

idea of a text 

when it is not 

explicitly stated.

CC.1.2.5.A 

Determine two or 

more main ideas 

in a text and 

explain how they 

are supported by 

key details; 

summarize the 

text.

E05BK1.1.2b

Identify the main 

idea/central idea 

using key 

details/evidence 

from the text.

EXAMPLE

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DLM Mathematics Essential Element

EXAMPLE

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Comparison

EXAMPLE

Grade‐Level 

Standard

DLM Essential 

Element

PA Core 

Standard

PA Alternate 

Eligible Content

M.5.NBT.5

Fluently 

multiply multi‐

digit whole 

numbers using 

the standard 

algorithm.

M.EE.5.NBT.5

Multiply whole 

numbers up to 

5 × 5.

M05.A‐T.2.1.1

Multiply multi‐

digit whole 

numbers (not to 

exceed three‐

digit by three‐

digit.

M05AT2.1.1.a

Multiply single‐

digit whole 

numbers.

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DLM Science Essential Element

EXAMPLE

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Comparison

EXAMPLE

State Standard for 

General Education

DLM Essential Element PA Academic Standard PA Alternate Eligible 

ContentHS‐LS2‐2

Use mathematical representations to 

support and review explanations 

based on evidence about factors 

affecting biodiversity and populations 

in ecosystems of different scales

EE.HS‐LS2‐2

Use a graphical representation to 

explain the dependence of an animal 

population on other organisms for 

food and their environment for 

shelter

EE.4.3.10.C

Science as inquiry in the grade level 

indicators –

• Compare and contrast scientific 

theories. 

• Know that both direct and indirect 

observations are used by scientists to 

study the natural world and universe. 

• Identify questions and concepts that 

guide scientific investigations. 

• Formulate and revise explanations 

and models using logic and evidence. 

• Recognize and analyze alternative 

explanations and models.

(Also, Reporting Category Biological Sciences; Anchor Descriptor: S11.B.3.1 Use evidence or examples to explain the characteristics of and interactions within an ecosystem

S11B3.1.3a

Identify the interactions among living 

components of an ecosystem (limited 

to competition, predation, and 

mutualism)

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Why Are Essential Elements Important?

accessible content

accessibility supports

better outcomes 

for students 

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Linkage Levels

• ELA and mathematics– Initial Precursor (IP)– Distal Precursor (DP)– Proximal Precursor (PP)– Target (T)– Successor (S)

• Science– Initial (I)– Precursor (P)– Target (T)

• With the exception of writing testlets, which combine Essential Elements and linkage levels, each DLM testletassesses a single Essential Element at a single linkage level through the administration of several items.  

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Linkage Levels

EXAMPLE

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DLM Essential Elements and linkage levels pertain to standards—the “what to teach.”

They are not curriculum.

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The DLM Consortium does not provide or promote any particular packaged curriculum.

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Curriculum

usually determined 

locally

shapes “how to teach”  

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INSTRUCTION AND ASSESSMENT

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Instruction and Assessment

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Instruction rooted in the Essential Elements is a key to student success with 

the DLM assessment.  

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DLM Scoring

mastered skills

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DLM Scoring

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USING ESSENTIAL ELEMENTS AND LINKAGE LEVELS TO GUIDE INSTRUCTION

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Major Claims and Conceptual Areas

groups of related Essential Elements for ELA and for mathematics

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Conceptual Areas for ELA and Mathematics

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Domains, Core Ideas, and Topics

groups of related Essential Elements for science

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Domains, Core Ideas, and Topics for Science

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Currently Tested Essential Elements

EXCERPT

Resources for Educators and District Staff tab > Educator Resource Page

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Currently Tested Essential Elements

EXCERPT

scroll for other grades

ELAResources for Educators and District Staff tab > Educator Resource Page (for the desired subject)

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ELA Blueprint

EXCERPT

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ELA Blueprint

EXCERPT

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Currently Assessed Essential Elements

EXAMPLE

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Linkage Levels for ELA and Mathematics

Initial Precursor (IP)

Distal Precursor (DP)

Proximal Precursor (PP)

Target (T) most closely aligned to the Essential Element

Successor

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Currently Assessed Essential Elements

EXAMPLE

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Mini-Map

EXAMPLE

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Mini‐maps provide teachers with a better understanding of how to help a student progress 

and give students more opportunities to learn.

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At which linkage level is a student currently?

How much time might be needed for the student to learn this skill?

What kinds of lessons and materials might be effective in teaching this skill?

Are there other skills that we could work on in the process?

How can instructional units meet the needs of multiple students?

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Review

• Test blueprints– Essential Elements– Claims and Conceptual Areas for ELA and mathematics– Domains, core ideas, topics for science

• Currently Tested Essential Elements (AEC in PA)– Linkage levels– Mini-maps

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STRATEGIES FOR APPROACHING INSTRUCTION

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inclusion?

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How Many Standards and Testlets?

ELA—9 testletstotal, each a single Essential Element except 1 that is a writing testlet that combines all writing Essential Elements for the grade

Mathematics—6‐8 testlets depending on the grade

Science—9 testletsregardless of the grade band

Scope of Instruction

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Should one Essential Element and linkage level be taught at a time?

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Suggestion

• Compare Essential Elements by – claims/conceptual areas, domains/core ideas/topics– linkage levels– grade/grade band

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ELA Blueprint

EXAMPLE

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Don’t Forget Mini-Maps!Resources for Educators and District Staff tab  Educator Resource Page 

(for the desired subject)  Essential Elements 

heading >  Currently Tested 

Essential Elements (scroll for the desired grade inside the document)

EXAMPLE

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Don’t Forget Mini-Maps!Resources for Educators and District Staff tab  Educator Resource 

Page (for the desired subject) 

Essential Elements heading > 

Currently Tested Essential Elements (scroll for the desired grade inside the document)

EXAMPLE

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Don’t Forget Mini-Maps!

EXAMPLE

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Don’t Forget About Familiar Texts!State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > ELA icon > Familiar Texts heading 

EXAMPLE

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Don’t Forget About Familiar Texts!State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > ELA icon > Familiar Texts heading 

EXAMPLE

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Don’t Forget About Familiar Texts!State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > ELA icon > Familiar Texts heading 

EXAMPLE

EXAMPLE

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Don’t Forget About Familiar Texts!State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > ELA icon > Familiar Texts heading 

EXAMPLE

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Don’t Forget About Familiar Texts!State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > ELA icon > Familiar Texts heading 

EXAMPLE

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Don’t Forget About Familiar Texts!

EXAMPLE

from The Golden Apple

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Don’t Forget About Familiar Texts!• Are familiar texts only useful in instruction for the

Initial Precursor and Distal Precursor linkage levels?

• Are other grade-level texts that are not listed as familiar texts acceptable to use?

— No! They may be used in instruction for all linkage levels, but only appear in testlets for lower linkage levels. 

— Of course! The DLM Consortium does not limit or dictate what texts may be used for instruction on Essential Elements.

Same/Similar Skills Across GradesGrade 4 Grade 5

EXAMPLES57

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ScienceState’s tab > Resources for Educators and District Staff tab > Educator Resource Page for Science

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Cross-Curricular Opportunities

EXAMPLElocated on the PA DLM webpage on the Educator Resource Page for Science

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Don’t Forget About Collections Lists!

Educator Resource Pages for each subject

•Collections Lists heading

•Common Materials Used to Administer Testletsby grade 

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Don’t Forget About Collections Lists!

EXCERPT

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Don’t Forget About Professional Development!

Keep

 scrollin

g for m

ore…

EXCERPT

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Don’t Forget About Professional Development!

State’s page > Resources for Educators and District Staff tab > Educator Resource Page for ELA and Mathematics > Essential Elements heading

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Don’t Forget About Professional Development!

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What’s the Point of All This?

The same texts and materials can be used to address multiple Essential Elements and linkage levels.

Essential Elements can be taught conceptually with individual student practice focusing on the linkage level that meets their instructional needs. 

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Take-Aways

Spend some time becoming familiar with Essential Elements for your student’s grade(s). 

Think conceptually and look for ways to combine Essential Elements to build instructional units.

Use linkage levels to help students practice skills included in your lessons.

Use mini‐maps to determine possible routes a student might take from one skill level to the next. 

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Take-Aways

Pennsylvania TeamNAME ROLE AGENCY CONTACT

Lisa Hampe Special Education Advisor for 

Alternate Assessment

Bureau of Special 

Education

lihampe@pa.gov

Audrey Kappel Research and Data Analyst Western PA School for 

Blind Children

Kappela@wpsbc.org

Lynda Lupp Statewide Special Education 

Alternate Assessment 

Coordinator

PA Training and Technical 

Assistance Network

Llupp@pattan.net

Ron Logan Office Lead for Significant 

Cognitive Disabilities

PaTTAN East rlogan@pattan.net

Tara Russo Office Lead for Significant 

Cognitive Disabilities

PaTTAN Central trusso@pattann.net

Kaylee Wynkoop Office Lead for Significant 

Cognitive Disabilities

PaTTAN West kwynkoop@pattan.net

Questions: Alternate Assessment DirectoryTOPIC NAME CONTACT INFORMATION

PA Alternate Assessment (PASA) and Accountability

Assessment design

Test administration and procedural requirements

State assessment participation requirements for students 

with disabilities

Lisa Hampe

Lynda Lupp

lihampe@pa.gov

llupp@pattan.net

PASA Enrollment and Data Management

Addition, revision of DTCs to Kite system

Audrey Kappel alternateassessment@pattan.net

kappela@wpsbc.org

ESSA: One Percent Threshold Justification requirements and 

submission

Lisa Hampe lihampe@pa.gov

PASA Eligibility, IEP Lisa Hampe

Lynda Lupp

lihampe@pa.gov

llupp@pattan.net

DLM Training (including registration and Act 48 requirements) Ron Logan

Tara Russo

Kaylee Wynkoop

rlogan@pattan.net

trusso@pattan.net

kwynkoop@pattan.net

DLM Resources

Training questions

DLM website resources 

PaTTAN publications

Ron Logan

Tara Russo

Kylee Wynkoop

rlogan@pattan.net

trusso@pattan.net

kwynkoop@pattan.net

DLM Questions

System activation emails

DLM template uploads

System requirements and procedures including 

enrollment

Extract reports

DLM Service Desk 1‐855‐277‐9751

DLM‐support@ku.edu

Current hours: 7:00 a.m.–5:00 p.m. CDT, M–F

PA Teacher Introduction to DLM Module 2 24

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Verification of Participation and Act 48 Credit Hours

• Upon completion of this Module, go to the following survey link:– https://www.surveymonkey.com/r/PA-DLM-Assessor2-2020– Enter this code – GTKTeach2– Complete all questions and submit the survey.– The survey and code at the end of each training module is

unique. The unique code must be entered, and questions completed in order to verify participation. If Act 48 was requested during registration, it will be verified after the close of the training window on December 31st.

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Thank you!