Participants will learn how multiple means of representation helps support algebraic thinking, how teaching algebraic thinking involves helping students make connections, describe, and justify general patterns, and the importance of the equal sign.
Basic Geometric Shapes and Their Attributes
The module provides information on the development of the basic understanding of shapes and the elements of their attributes that need to be explicitly included in lesson plans.
This module describes symbolic and non-symbolic forms of communication, the distinction between pre-intentional and pre-symbolic communicators, and identifies additional sources of support for building communication skills.
Calculating Accurately with Addition
This module will help participants to support student learning of addition facts, the properties of addition, and the use of manipulatives for students with physical barriers.
Calculating Accurately with Division
Participants will learn how other mathematical operations play a role in learning division as well as gain greater understanding of the importance of receptive and expressive language in communicating about division. Two types of division, sharing and grouping, will also be discussed.
Calculating Accurately with Multiplication
Participants of this module will learn how repeated addition and arrays support understanding of multiplication, will use multiple representations to model multiplication, and how the properties of multiplication help to support student understanding. The big ideas in multiplication will also be addressed.
Calculating Accurately with Subtraction
In this module, participants will make connections between addition and subtraction, as well as learn subtraction strategies, structures, and properties.
College and Career Readiness Standards
This self-directed module provides an introduction to the College and Career Readiness Standards in English Language Arts and Mathematics for teachers who work with students with significant cognitive disabilities who will complete the alternate assessment.
Composing, Decomposing, and Comparing Numbers
This module focuses on composing, decomposing, and comparing numbers and how these concepts support students understanding of addition, subtraction, multiplication, and division.
Composing and Decomposing Shapes and Area
This module describes the concept of how composing and decomposing shapes supports other mathematical concepts, the idea that smaller units can be combined to form larger units and vice versa, concepts about area that students can work on before learning to calculate area, and how tiling and partitioning can be used to prove the calculation of area.
Counting and Cardinality
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.
DLM Claims and Conceptual Areas
This module describes the system of Claims and Conceptual Areas that organize the DLM Alternate Assessment system. Understanding this system will support educational teams as they begin to identify instructional priorities for students with significant cognitive disabilities.
DLM Core Vocabulary and Communication
This module focuses on the use of core vocabulary as a support for communication for students who cannot use speech to meet their face-to-face communication needs and require augmentative and alternative communication.
DLM 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 College and Career Readiness Standards and grade specific expectations for students with significant cognitive disabilities.
DLM Science Standards Framework Part 1
Part one of this module provides an introduction to the disciplinary core ideas, science and engineering practices, and crosscutting concepts of the DLM Science framework and the relationship of this framework to A Framework for K-12 Science Education and the Next Generation Science Standards.
DLM Science Standards Framework Part 2
Part two of this module provides an overview of the DLM Essential Elements for science and the design of DLM science testlets.
DR-TA and Other Text Comprehension Approaches
Participants will briefly review the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies.
Effective Instruction in Mathematics
This self-directed module provides an on overview of the effective instructional practices for Mathematics and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.
Participants of this module will learn about alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and analyze samples of emergent writing.
Exponents and Probability
After completing this module, participants will understand the function of an exponent and be able to calculate a simple equation with exponents. Participants will also understand that probability is the likelihood of an event and learn how to use tools to support student understanding of probability.
Forms of Number
This module focuses on three representational forms of number concrete quantity, pictorial quantity, and symbol and numeral quantity and how all three of these forms support a student in developing number sense.
Fraction Concepts and Models Part I
The module provides an overview of the instructional concepts that lead to a foundational understanding of fractions.
Fraction Concepts and Models Part II
Description: The module provides information on how to apply the knowledge from Fraction Concepts and Models Part I to students with significant cognitive disabilities.
Functions and Rates
In this module, participants will gain understanding of how students can use language descriptors as a foundation for developing mathematical language using variables. Participants will also learn how students can use prior knowledge of counting and patterns to build an understanding of Functions and Rate and find the rate of change using a function table or graph.
Generating Purposes for Reading
This module reviews the Anchor-Read-Apply framework for reading comprehension. Participants will learn how to generate purposes for reading using the DLM Essential Elements and review activities to help students activate background knowledge.
Individual Education Programs Linked to the DLM Essential Elements
This self-directed module focuses on the process of writing SMART annual goals and short-term objectives or benchmarks that are linked to the DLM Claims, Conceptual Areas, and Essential Elements. This module should be used in conjunction with information provided by each state education agency regarding IEPs.
Instructional Strategies for Teaching DLM Science Part 1
Part 1 of this self-directed module provides an introduction to teaching science using an inquiry-based model, the 5E model.
Instructional Strategies for Teaching DLM Science Part 2
Part 2 of this self-directed module provides guidance on the use of the 5E model, strategies to employ in each of the 5E model stages, and connections between UDL and the 5E model.
Instructional Strategies for Teaching DLM Science Part 3
Part 3 of this self-directed module provides guidance on DLM science resources to use while planning science instruction based on the 5E model.
Measuring and Comparing Lengths
This module focuses on the understanding the attribute of length, how to compare and measure units, and the use of number lines and rulers in the measuring process.
Organizing and Using Data to Answer Questions
In this module, participants will learn that graphs are tools for visually organizing and comparing data about two or more items, that for students to learn to think statistically, the “data” must always be related to a question or a series of questions and that object, and that picture and bar graphs are useful to display categorical data and line plots, circle charts, and tables tend are useful in displaying numerical data. Participants will also understand how students will learn to interoperate data from increasingly more complex displays.
Patterns and Sequence
Participants will understand that recognizing and creating patterns is a basic math skill upon which many mathematical concepts are based and will learn about using repetition with variety to support student understanding of patterns. Participants will also understand that the base-ten number system is full of patterns and helping students recognize those patterns gives the student a way of making connections between what they already know and what they are learning.
Perimeter, Volume, and Mass
The basic concepts of perimeter, volume, and mass will be discussed. Participants will understand how to use the Anchor, Think and Do, Apply lesson format when planning instructional activities using perimeter and volume as an example. Using the Anchor, Think and Do, Apply format, participants will match Essential Elements to purposes for instruction and determine anchor activities that match purposes.
The module connects recognizing a unit to place value and explains the beginning knowledge set needed for place value understanding.
The Power of Ten-Frames
This self-directed module focuses on the use of a ten frame as a tool to help students develop an understanding of base-ten as well as composing and decomposing.
Predictable Chart Writing
This module focuses on what predictable chart writing is and why it is important for students with significant cognitive disabilities. Participants will examine student and teacher roles and ways predictable chart writing can be adapted to meet the needs of students.
Principles of Instruction in English Language Arts
This self-directed module provides an overview of principles of instruction in English Language Arts and relates them specifically to students with significant cognitive disabilities who will complete the alternate assessment.
Properties of Lines and Angles
Science and Engineering Practices Part 1
Part one of this self-directed module provides guidance on how to engage students in the science and engineering practice that is specified in an Essential Element.
Science and Engineering Practices Part 2
Part two of this self-directed module provides guidance on how to make connections to the DLM ELA and Math Essential Elements through the science and engineering practices that are specified in the DLM Science Essential Elements.
Science and Engineering Practices #2: Developing and Using Models
The goal of this module is to increase knowledge of Science and Engineering Practice (SEP) #2: Developing and Using Models and to inspire future scientists through engaging activities. Types of models and their usefulness during instruction support the module’s focus. The module also explores models at different levels of complexity and includes example instructional practices.
Science and Engineering Practices #6: Constructing Explanations
This self-directed module focuses on teaching the Constructing Explanations component of SEP 6 though use of a writing framework. The module also includes guidance for teaching the SEP and framework through differing levels of complexity with DLM Science Essential Elements and linkage levels.
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.
Speaking and Listening
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.
Strategies and Formats for Presenting Ideas
Participants will review the general skills targeted in the DLM™ Essential Elements for developing presentations, the steps for creating a presentation and how to support student participation and collaboration, and how various types of media can be used in different formats to enhance presentations.
Supporting Participation in Discussion
Participants will review the goals of supporting participation in discussion and the need of an expressive means of communication for all students. Participants will also be given 5 strategies to use in supporting students during discussions with teachers and peers.
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.
Teaching Text Comprehension: Anchor-Read-Apply
Participants will learn to identify the components of an Anchor-Read-Apply text comprehension lesson, match purposes for reading with anchor activities, and describe the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways.
Time and Money
Participants will learn about money concepts, the language of time, the skills involved in reading a clock, and how questions can be rephrased into statements so that students can demonstrate their receptive understanding of time concepts.
The module focuses on understanding units or groupings to help students develop a strategic use of units to deal with quantities and problem solving.
Units and Operations
This module presents the idea of unit as a foundational understanding that impacts student understanding of groupings, place value, and operations in algebraic, geometric and fractional thinking.
Universal Design for Learning
This self-directed module provides an introduction to Universal Design for Learning as it relates to the College and Career Readiness Standards and students with significant cognitive disabilities.
Who are Students with Significant Cognitive Disabilities?
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.
Writing with Alternate Pencils
This module describes ways to get students started with writing when they cannot use a traditional pencil, pen, or computer keyboard. The content of this module applies to students at all levels of literacy understanding including students who do not yet know letter names or sounds.
Writing: Getting Started with Narrative Writing
This module describes narrative writing and explains how to support students in writing about familiar experiences. Participants will identify possible topics for students to write about, as well as examine narrative writing drafts by students with significant cognitive disabilities.
Writing: Getting Started in Writing Arguments
After completing this module, participants will be able to describe the difference between persuasion and arguments, identify ways to use familiar student experiences in instruction, and create mentor texts based on student preferences.
Writing Information and Explanation Texts
This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them.
Writing: Production and Distribution
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.
Writing: Research and Range of Writing
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.
Writing: Text Types and Purposes
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.