A newsletter about the Dynamic Learning Maps Alternate Assessment System

April 2013

Technology-Enhanced Items

The Dynamic Learning Maps Alternate Assessment System Consortium is made up of 14 states and additional partner agencies developing the Dynamic Learning Maps Alternate Assessment System, a computer-based assessment for the 1 percent of the K-12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

Led by the Center for Educational Testing and Evaluation at the University of Kansas, DLM is funded through a five-year-grant awarded in late 2010 by the U.S. Department of Education, Office of Special Education Programs. The assessment will be implemented during the 2014-2015 school year.

The DLM Consortium is one of two multistate consortia to receive federal grants to create a next-generation alternate assessment linked to Common Core State Standards in math and English Language Arts for the 1 percent population. DLM member states are involved during every phase of DLM-AAS development.

The Dynamic Learning Maps Alternate Assessment System is a comprehensive assessment system being designed to support student learning and to more validly measure what students with significant cognitive disabilities know and can do. It will mark the first time that most students with significant cognitive disabilities are assessed using an online, computer-based, large-scale state assessment.

The DLM assessment will include a mix of test items in traditional multiple-choice formats as well as in technology-enhanced formats. When properly used, these technology-enhanced items allow student test-takers to demonstrate some aspects of cognition better than is possible with traditional items on a paper-and-pencil test. For example, items can be created to require active sorting, labeling, categorizing, or matching, not just recognition. These processes reflect typical classroom activities and will therefore increase the instructional relevance of the assessment.

DLM will use computer technology to allow students with significant cognitive disabilities to demonstrate what they know and can do, but with the awareness that technology has to be accessible in order for students to experience its benefits.

“Even though we are excited to use the power of computer technology as we continue development of the DLM assessment, we recognize that technology can be a barrier for some students,” said Neal Kingston, DLM project director,   “We want to use the technology in a meaningful way that doesn’t cause additional barriers for students.”

Accordingly, DLM technology-enhanced items are being crafted in ways that account for the following, which guide development:

1) Some students will be able to engage in technology-enhanced items by using a mouse.

2) Some students will not be able to engage in technology-enhanced items using a mouse and might engage using touch screen technology, one- or two-switch scanning systems, or other assistive technology devices.

3) Some students, perhaps 10 percent of the approximately 1 percent who participate in alternate assessments, are operating at the pre-symbolic or pre-intentional levels, or have such significant motor challenges that they will not be able to interact with the computer at all. Therefore, DLM will provide ways for these students to access the items offline, outside of the computer-based environment, and then the teacher will enter the student’s responses into the computer.

Examples of Technology-Enhanced Items

Sorting Activity

This technology-enhanced item allows the student to sort the shapes on the left by placing them into one of two empty boxes on the right. If students cannot use a mouse to drag and drop the shapes into the boxes, the DLM testing system will allow them to answer the question by doing a “Click to Place.” This means that students could click on the shape first and then click on a box on the right, and the shape will automatically appear there. This enables students to use assistive technology devices such as one- and two-switch scanning systems if they cannot use a mouse to grab the item and move it (e.g., dragging and dropping).

Matching Activity

This technology-enhanced item allows the student to match an image in the left column to an image in the right column. In this case, students are asked to match the whole portion of a piece of food (an orange, pizza, and an apple) with the half-portion of the food. A student could click on the image of the whole apple on the left, and then click on the image of the half of an apple on the right, and a line would automatically be drawn between the two images. This enables students to use assistive technology devices such as one- and two-switch scanning systems if they cannot use a mouse to draw the line between the images.

 Dynamic Learning Maps Consortium

Phone: 785.864.7093

Fax: 785.864.3566

Email: dlm@ku.edu

Address:

Center for Educational Testing & Evaluation

University of Kansas

1122 W. Campus Rd.

735 Joseph R. Pearson Hall

Lawrence, KS 66045

Website:  www.dynamiclearningmaps.org

By following the principles of universal design during the development process, students will be able to answer the technology-enhanced items on the DLM assessment in the same manner in which they communicate in their daily lives, whether it is through use of a mouse, keyboard, touch screen or tablet technology, one- and two-switch scanning systems, and other assistive technology devices.

DLM Consortium States

Iowa • Kansas • Michigan Mississippi • Missouri

New Jersey • North Carolina Oklahoma • Utah • Vermont Virginia • Washington

West Virginia • Wisconsin

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. The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY.

Listen to the Podcast here:

With over half a million para-educators in the United States serving special ed. populations, it is evident that para-educators play a vital role in education today. Resource teachers depend upon para-educators to be their eyes and ears especially in the inclusive environment.

Today’s special guest is a para-educator at a local High School. Please welcome, Charles Smalling!!!

Charles shares his reasons for becoming a para-educator and why he is passionate about his role with kids. He talks about the struggles kids have and how para-educators can best meet these needs. Kids come to school with a lot more worries than their academics. Having a place to vent on occasion is important. Charles shares about the skills or strategies he believes are needed to work with students successfully. Among these are Patience, Relationship, and Empathy.

Listen in to this short but relevant talk here on Spedcast!

Important resources may be found in  the show notes:

National Center for Para-Educators

National Dissemination Center for Children with Disabilities

Inclusion supports

Behavior Supports

Cris Richardson: Apps for Reaching the Unreachable a MACE13 presentation

While it may be true that this enigmatic diagnosis is still in the stages of early investigation, there are some proven general characteristics that help our children learn to cope in a classroom setting. From severely Autistic to highly-functioning Aspie, come learn how to help these students develop social and careers skills, as we learn about behavior supports and various technology tools available to us. *if you own an iPad, Android tablet, or laptop, you’re encouraged to bring it to this hands-on session. We will share tools for students with severe Autisim to high-functioning Asperger’s, such as strategies for Social Skills, Behavior Supports, Visual Supports, Theatre role playing, Video modeling, and more!
LiveBinder of resources for Autism goo.gl/5anM8
This is a great collection of resources to support teachers in the areas of: Communication, Behavior, Visual Supports and more!

Form for submitting strategy ideas goo.gl/2pgkC
Participants are encouraged to share their learning connections from today’s session. Each entry will get them closer to two awesome door prizes!

Spreadsheet of participant-created strategies goo.gl/n9R5J
We are sharing the collection of learning connections that the participants created so that we each can see more ideas than maybe what we would have been able to create on our own.

   To register click here or call 620-663-9566

At the Intersection: Common Core, PBL and Technology full-day (February 5 or April 22) 8:30-3:30

In this session, participants will explore the crossroads of Common Core, Career and Tech Ed, Project Based Learning and will gain an understanding of how these 3 areas work together. Participants will begin to create a plan that helps take advantage of these commonalities for the benefit of our schools and students.

Common Core, Bloom’s Taxonomy, and Technology (February 13) 8:30-3:30

This workshop will help participants see how the implementation of higher level thinking skills and technology can support strong classroom practices when implementing the new Common Core standards. College credit is available. Sign up today.

Positive Behavior Supports (March 6) 8:15-3:00

This workshop will provide para-professional educators with exposure to research based practices for working with students with behavior challenges. College Credit is available.

SPECIAL EDUCATION AND THE COMMON CORE (March 26) 8:30-3:30

This workshop will address questions regarding common core and its implications for special education. Participants will have the opportunity to take a look at Kansas’ transition to the Common Core timeline, gain knowledge of the structure and vocabulary of the Common Core Assessment, and preview a comparison between the current state standards and the Common Core standards as it relates to special education. Part of the day will be dedicated to differentiating classroom instruction.

Best Practices for Teaching a Student with Down’s Syndrome (1/2 day or full day)

This workshop provides an overview of the characteristics of Down’s Syndrome as well as research-based best practices for promoting student growth and success both in the school and real world environment.

ON THE SPECTRUM – PART 1 8:30-3:30 (Nov 5)

spec·trum/ˈspektrəm

This two part seminar will take an in depth look at current research regarding students who are on the spectrum, evidence based practices to address the needs of difficult to reach students, as well as ideas for creating independent, structured learning opportunities for individual students. This presentation will discuss the importance of visual support systems, comprehensive schedules, sensory supports and much more.

ON THE SPECTRUM – PART 2 8:30-3:30  (Nov 12)

This workshop will be an application follow – up to the part 1 overview of learners on the spectrum. Participants will have the opportunity to customize programs and materials for the needs of specific students.  Participants will have access to creating and customizing visual supports, task boxes, sensory-motor activities and much more. Sign up now as space will be limited.

Materials fee: $20

Listen to the podcast episode here:

Topic today: Bullying: how does this affect special populations?

Is bullying still a problem? Data gives us  a pretty good idea of where we are as a nation.

• In 2007, about 32 percent of 12- to 18-year-old students reported having been bullied at school during the school year and 4 percent reported having been cyber-bullied. (National Center for Educational Statistics)

• Pew Institute of Research: 7 in 10 (71%) of teens who have not experienced bullying believe it happens more often offline, while 57% of teens who have been cyber-bullied themselves say bullying happens more offline.
• 2010, there are about 2.7 million students being bullied each year by about 2.1 students taking on the roll of the bully.
• Continue reading →

The Kansas State Department of Education has completed their new Guide to Literacy Learning to help educators make deeper connections to the New Common Core State Standards. The link below provides Pre-K, K-5 and 6-12 documents to help guide our understanding.

www.ksde.org/Default.aspx?tabid=4678