Alternate Achievement Standards: The Common Core Essential Elements

In June 2010, Wisconsin adopted the Common Core State Standards in English Language Arts and Mathematics, including the literacy in History, Social Studies, Science and the Technical subjects, for all students. These standards define K-12 academic standards which are aligned with college and work expectations, include rigorous content and application, and are internationally benchmarked. Additionally, the Common Core State Standards emphasize literacy in all of the disciplines. For all students to be career and college ready, including students with significant cognitive disabilities, educators should include both the content and the reading and writing skills that students need to demonstrate learning in the other disciplinary areas.

All students, including students with significant cognitive disabilities, deserve and have a right to a quality educational experience. This right includes, to the maximum extent possible, the opportunity to be involved in and meet the same challenging expectations that have been established for all students. Wisconsin educators collaborated with educators from 12 other states to create alternate achievement standards aligned to the Common Core State Standards. These alternate achievement standards are called the Common Core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs were developed to satisfy the requirement of the U.S. Department of Education that Wisconsin have alternate achievement standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards, promote access to the general curriculum and reflect professional judgment of the highest expectation possible.These new standards will replace the current Extended Grade Band Standards and will be used as the basis for a new alternate assessment, which will replace the current Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) in 2014-15.
 

Content Sections Below

Wisconsin Common Core Essential Elements

Presentations

Resources

Training Materials

Student Baseline and Post-Instruction Checklists

DLM Self-Directed Modules

Assessment Resources

 



Wisconsin Common Core Essential Elements

Wisconsin Common Core Essential Elements for English Language Arts
Wisconsin Common Core Essential Elements for Mathematics
 

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Presentations

The Future of Alternate Achievement Standards and Alternate Assessment in Wisconsin (2011-12)
Career & College Readiness: How Standards & Assessment Support Career & College Readiness for All (March 2012)

Dynamic Learning Maps: Claims and Conceptual Areas and Common Core Essential Elements Update, December 2013
 

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Resources

Implementation Timeline

Common Core Essential Elements Frequently Asked Questions

Parent Brochure: This brochure is intended to help parents and community members understand the purpose of the Common Core Essential Elements and how the standards relate to instruction for students with significant cognitive disabilities.
 

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Training Materials

 

2013 Statewide CD Conference:  Meeting the Needs of Students with Cognitive Disabilities

AUGUST 13-14, 2013 - Agenda

Title: Overview of Common Core State Standards; Standards of Mathematical Practice/Portrait of a Literate Individual
Speakers: Barb Novak, DPI’s Common Core Implementation Team Literacy Consultant
Ken Davis, DPI’s Common Core Implementation Team Mathematics Consultant

Representatives from the Wisconsin Department of Public Instruction’s Common Core Implementation Team will present a condensed training on the Common Core State Standards (CCSS) for English Language Arts and Mathematics.  These academic standards are for all students, including students with disabilities, and will impact special education instructional practices, IEP development, and assessment.

Materials from presentation:

1A. Aligning for Student Success
1B. Wisconsin’s Guiding Principles for Teaching and Learning
2. Understanding Subtraction
3. Structure of Standards (MATH)
4. Emphases in Common Core Standards for Mathematical Content, Kindergarten – High School
5A. Standards for Mathematical Practice
5B. Related Mathematical Practices
6. Characteristics of Mathematically Proficient Students
7. Common Core Shifts for Mathematics
8. Portrait of Students Who are College and Career Ready in Reading, Writting, Speaking, Listening, and Language
9A. Text Complexity
9B. Updated Text Complexity Grade Bands and Associated Ranges from Multiple Measures
10. Text Complexity Form for DPI Forms
11. Questions for Professional Reflection on Reader and Task Considerations
12. Text Complexity Snowball Activity
13. Writing Standard 1, Veritcal Articulation of Skills
14A. CCEE Opinion Argument Examples
14B. Opinion Argument Samples
15. "Unpack and Repack" Chart
16A. Hess’ Cognitive Rigor Matrix & Curricular Examples (ELA)
16B. Hess’ Cognitive Rigor Matrix & Curricular Examples (MATH)
16C. Cognitive Rigor Questions
17. Unpacking and Repacking for Language Demands
18. Unpacking and Repacking for Behavioral Demands
19. Unpacking and Repacking Practice (ELA)
20. Unpacking and Repacking Practice (MATH)

August 14, 2013
Title: Building a Framework of Supports to Effectively Address Behavior
Speakers: Marge Resan, DPI’s Special Education Consultant
Rachel Saladis, Regional Technical Assistance Coordinator, Wisconsin PBIS Network

Title: Assessment Update
Speaker: Kristen Burton

 

STATEWIDE CD-PST AND LEADERSHIP MEETING
Wednesday, April 24, 2013

Principles of Effective Instruction in English Language Arts (ELA) and Standards of Mathematical Practice - Erin Faasuamalie and Sandy Berndt

Universal Design for Learning: Access, Assessment & Engagement for All – Jolene Troia

Transition - Wendi Dawson
Examples of Measurable Postsecondary Goals
Sample Post Secondary Transition Plan (PTP)

 

The 2012 Cognitive Disabilities Conference titled, “Teaching and Instruction - Meeting the Academic Needs of Students with Cognitive Disabilities” was held August, 14-15, 2012 at the Madison Marriott West in Middleton, WI. Key note speakers included Dr. Penelope Hatch from the Center for Literacy and Disability Studies and the University of North Carolina, Chapel Hill (Literacy) and Dr. Chris Cain, Associate Professor, Mars Hill College, North Carolina (Mathematics). Alan Sheinker, Ed. D., Associate Project Director of the Dynamic Learning Maps Consortium also shared information from the Dynamic Learning Maps Consortium regarding alternate achievement standards and formative and summative alternate assessments being developed. - Meeting Agenda - Cognitive Disabilities presentation

Dr. Penelope Hatch
The Common Core: Multiple and Flexible Pathways for Comprehensive Literacy Instruction for ALL Students
Functional Literacy Article
The Center for Literacy and Disability Studies website hosts two of the case-studies and some of the work samples, shared by Dr. Hatch, during her presentation. These materials provide examples of what can happen over time with good instruction, appropriate materials, and opportunity to engage in literacy activities. For more information visit: http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies

Dr. Alan Sheinker
Dynamic Learning Maps Alternate Assessment Consortium

Dr. Chris Cain
Number Sense
Teaching Number in the Early Elementary Years


Claims and Conceptual Areas Overview

ELA Claims and Conceptual Areas

Mathematics Claims and Conceptual Areas
 

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Student Baseline and Post-Instruction Checklists

 

Baseline checklists were developed to help teachers determine which skills from the new Common Core Essential Elements their students with significant cognitive disabilities can perform, and at which performance level. The checklists are not required but rather were developed to help teachers when planning for individual student instruction. The checklists can also be used to assist IEP teams with decisions about which set of academic standards the student's instruction should be aligned with- the Common Core State Standards or the Common Core Essential Elements.

 

English Language Arts

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

Ninth-Tenth Grade

Eleventh-Twelfth Grade

 

 

Mathematics

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

High School

 

 

 

Dynamic Learning Maps Consortium
The Dynamic Learning Maps Alternate Assessment System Consortium (DLM) is a 13-state consortium funded by a grant from the U.S. Department of Education. The primary purpose of the consortium is to develop alternate achievement standards and an alternate assessment system for students with significant cognitive disabilities that are aligned to the Common Core State Standards.
 

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DLM Self-Directed Modules

To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic. The link to these modules is http://dynamiclearningmaps.org/unc/modules.html.

If you have questions about these modules, please contact dlm@unc.edu

Module 0: Who are Students with Significant Cognitive Disabilities
Description: This self-directed module focuses on the characteristics that distinguish students with significant cognitive disabilities who take an alternate assessment based on alternate achievement standards from other students with disabilities.

 

Module 1: Common Core Overview
Description: This self-directed module provides an introduction to the Common Core State Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.

 

Module 2: Dynamic Learning Maps Essential Elements
Description: This self-directed module provides an introduction to the Essential Elements that were developed by the Dynamic Learning Maps Consortium to provide links between the Common Core State Standards and grade specific expectations for students with significant cognitive disabilities.

 

Module 3: Universal Design for Learning
Description: This self-directed module provides an introduction to Universal Design for Learning as it relates to the Common Core State Standards and students with significant cognitive disabilities.

 

Module 4: Principles of Instruction in English Language Arts
Description: This self-directed module provides an overview of principles of instruction in English Language Arts in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

 

Module 5: Standards of Mathematics Practice
Description: This self-directed module provides an on overview of principles of instruction in Mathematics in the Common Core and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.

 

Module 6: Counting and Cardinality
Description: This self-directed module provides an introduction to the domain of counting and cardinality. It includes information regarding research-based instructional approaches and their application to students with significant cognitive disabilities.

 

Module 8: Symbols
Description: This self-directed module provides an overview of symbols to support communication and interaction. It also describes the use of symbols and photographs in text.

 

Module 9: Shared Reading
Description: This module describes shared reading, a reading approach that emphasizes interaction and engagement with books. In the DLM assessment, students frequently engage in a shared reading of a text before rereading a text to respond to questions.

 

Module 11: Speaking and Listening
Description: This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities. The content in this module is important to understand the DLM Essential Elements in Speaking and Listening and across all of the strands of Essential Elements in English language arts.

 

Module 12: Writing: Text Types and Purposes
Description: This module provides a brief overview of writing in the DLM™ Essential Elements with an emphasis on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons.

 

Module 13: Writing: Production and Distribution
Description: This module address the need to provide students with significant cognitive disabilities with access to a means of writing as well as sound and well-balanced instruction in the cognitive acts that writing requires.

 

Module 14: Writing: Research and Range of Writing
Description: This module focuses on writing instruction designed to help students with significant cognitive disabilities ultimately develop the capacity to build knowledge on a subject through research and to respond through writing while keeping a focus on a range of purposes and audiences for writing.

 

*DLM, in collaboration with the Center for Literacy and Disability Studies, have identified areas of emphases found within the CCSS.  At the same time, Wisconsin has identified Foundations for English Language Arts (ELA).  These areas of emphases or foundations, provide important guidance for approaching the discipline of ELA.   In reviewing the information developed by the DLM professional development team and the Common Core State Standards (CCSS) materials developed by the Wisconsin Department of Public Instruction (DPI), it became apparent that there needed to be a connection demonstrating the relationship between the information being provided by DLM and DPI.  To demonstrate the connection between DLM’s “areas of emphases” and WI’s foundations for ELA, we have provided a cross-walk.  This cross-walk is meant to assist with identifying the relationship between the Areas of Emphasis and the WI Foundations for ELA.  The modules posted above will refer to DLM’s areas of emphasis.
 

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Assessment Resources

The Wisconsin Department of Public Instruction (DPI) expects that the Dynamic Learning Maps Consortium’s (DLM) summative alternate assessment will replace the Wisconsin Alternate Assessment for Student with Disabilities (WAA-SwD) in 2014-2015, following the same timeframe as the SMARTER Balance Assessment Consortium (SBAC).

For additional information on assessment refer to:

 

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For questions about this information, contact Erin Faasuamalie (608) 266-1785
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