DECEMBER 2013

Dynamic Learning Maps: Claims and Conceptual Areas and Common

Core Essential Elements Update

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.

Overview

Federal regulations/ACCESS to curriculum and standards

Dynamic Learning Maps OverviewLearning MapsClaims and Conceptual AreasUpdate on Common Core Essential Elements

Access to

The 1997 reauthorization of IDEA (IDEA ’97) One of the most significant changes was the new requirement that students with disabilities have access to the general curriculum – i.e., the same curriculum as that provided to students without disabilities (34 C.F.R. § 300.347(a)(1)(i)).

Who are students with Significant Cognitive Disabilities?

Students(1)who are within one or more of the existing

categories of disability under the IDEA [Individuals with Disabilities Education Act] (e.g., autism, multiple disabilities, traumatic brain injury, etc.);

(2) whose cognitive impairments may prevent them from attaining grade-level achievement standards, even with the very best instruction.

(U.S. Department of Education, 2005, p. 23)

Dynamic Learning Maps Overview

Consortium of 17 states in a four year General Supervision Enhancement Grant (GSEG) award

IDEA funded grant awarded by the Office of Special Education Programs, at the U.S. Dept. of Education

Dynamic Learning Maps is housed at Kansas University

Purpose of Consortium

Create new alternate academic achievement standards for students with significant cognitive disabilities based on the Common Core State Standards

Construct learning maps, which will include tasks of various proficiency levels leading to formative assessment and tools for educators

Develop annual summative assessment (used for accountability purposes)

Provide professional development modules for teacher training

Learning Map8

Claims and Conceptual Areas

Align Common Core Essential Elements with Common Core State Standards to for easier tracking and strengthens instructional practice and the assessment system

Mathematics Claims and Conceptual AreasMathematics

Four Claims MathematicsNine Conceptual Areas

1. Number Sense: Students demonstrate increasingly complex understanding of number sense.

1. Understand number structures (counting, place value, fraction)

2. Compare, compose, and decompose numbers and sets

3. Calculate accurately and efficiently using simple arithmetic operations

2. Geometry: Students demonstrate increasingly complex spatial reasoning and understanding of geometric principles.

1. Understand and use geometric properties of two- and three-dimensional shapes

2. Solve problems involving area, perimeter, and volume.

3. Measurement Data and Analysis: Students demonstrate increasingly complex understanding of measurement, data, and analytic procedures.

1. Understand and use measurement principles and units of measure

2. Represent and interpret data displays

4. Algebraic and functional reasoning: Students solve increasingly complex mathematical problems, making productive use of algebra and functions.

1. Use operations and models to solve problems

2. Understand patterns and functional thinking.

English Language Arts Claims and Conceptual Areas

English Language ArtsFour Claims

English Language ArtsNine Conceptual Areas

1. Students can comprehend text in increasingly complex ways

1. Determining critical elements of text

2. Constructing understandings of text

3. Integrating ideas and information from text

2. Students can produce writing for a range of purposes and audiences

4. Using writing to communicate5. Integrating ideas and

Information in writing

3. Students can communicate for a range of purposes and audiences

6. Using language to communicate with others

7. Clarifying and contributing to discussion

4. Students can investigate topics and present information

8. Using sources and information9. Collaborating and presenting

ideas

Claims, Conceptual Areas and Essential Elements- English Language

Arts

Claim 1: Students can comprehend text in increasingly complex ways

Conceptual Area 2: Determine critical elements of text DLM Essential Elements

• RL.4.3. Use details from the text to describe characters in the story.

• RL.7.3. Determine how two or more story elements are related.

• RL.11-12.3. Determine how characters, the setting or events change over the course of the story or drama.

Claims, Conceptual Areas and Essential Elements- Mathematics

Claim 1: Number Sense: Students demonstrate increasingly complex understanding of number sense.

Conceptual Area 2: Compare, compose, and decompose numbers and sets. DLM Essential Elements

• 2.NBT.5.b Using concrete examples, compose and decompose numbers up to 10 in more than one way.

• 5.NBT.3 Compare whole numbers to 100 using symbols (<, >, =).

• 7.NS.3 Compare quantities represented as decimals in real world examples to tenths.

DLM Essential Elements

Are:Are:Links to grade level

Common Core State Standards

Content and skills that provide grade differentiated expectations

Challenge and rigor appropriate for students with significant cognitive disabilities

Are not:Are not:

Downward extension to pre-K

General essence statements

Statements of functional skills

Reasons for Revising the Essential Elements

Ordering of skills - inconsistent with what we know from research and/or inconsistent order of introduction

Alignment with the CCSS – the DLM EE missed the intention of the CCSS

Enhancing language precisionAdding “Guidance and Support”Instructional task > learning outcome

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Resources

Dynamic Learning Maps and Common Core Essential Elements:http://sped.dpi.wi.gov/sped_assmt-ccee

Dynamic Learning Maps Consortium:http://dynamiclearningmaps.org/

Contact Information

Erin FaasuamalieSpecial Education TeamErin.faasuamalie@dpi.wi.gov

Kristen BurtonOffice of Student AssessmentKristen.burton@dpi.wi.gov