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
Audrey Kappel Research and Data Analyst Western PA School for
Blind Children
Lynda Lupp Statewide Special Education
Alternate Assessment
Coordinator
PA Training and Technical
Assistance Network
Ron Logan Office Lead for Significant
Cognitive Disabilities
PaTTAN East [email protected]
Tara Russo Office Lead for Significant
Cognitive Disabilities
PaTTAN Central [email protected]
Kaylee Wynkoop Office Lead for Significant
Cognitive Disabilities
PaTTAN West [email protected]
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
PASA Enrollment and Data Management
Addition, revision of DTCs to Kite system
Audrey Kappel [email protected]
ESSA: One Percent Threshold Justification requirements and
submission
Lisa Hampe [email protected]
PASA Eligibility, IEP Lisa Hampe
Lynda Lupp
DLM Training (including registration and Act 48 requirements) Ron Logan
Tara Russo
Kaylee Wynkoop
DLM Resources
Training questions
DLM website resources
PaTTAN publications
Ron Logan
Tara Russo
Kylee Wynkoop
DLM Questions
System activation emails
DLM template uploads
System requirements and procedures including
enrollment
Extract reports
DLM Service Desk 1‐855‐277‐9751
Current hours: 7:00 a.m.–5:00 p.m. CDT, M–F
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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!