1 Dynamic Learning Maps Consortium for West Virginia Test Coordinators September 29, 2015 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
54
Embed
1 Dynamic Learning Maps Consortium for West Virginia Test Coordinators September 29, 2015 The present publication was developed under grant 84.373X100001.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
Dynamic Learning Maps Consortiumfor West Virginia Test Coordinators
September 29, 2015
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.
2
Introducing DLM Staff
• Meagan Karvonen
• Mariel Zeller
• Nancy Keating
3
Purpose of Today’s Meeting
• To prepare West Virginia’s District Test Coordinators to train their Test Administrators (TAs) for the 2015-2016 DLM assessment
• To help familiarize the Test Coordinators on the DLM website and the DLM Manuals for all materials
4
Today’s Agenda
• Required Test Administrator Training
• What’s new in DLM this year?
• Roles and Responsibilities of district staff
• Educator Portal overview and demonstration, including what is new for 2015-16
• Information about data clean-up
• Q & A
5
OVERVIEW OF 2015-16 DLM TRAINING
6
Quick Comparison
2014-15• Delivered in EP• Educators could self-register
– EP accounts, choice of modules
• All test administrators took 7 modules– Confusion due to design of PD
feature in EP
• Successfully complete all 7 = prerequisite for access to student TDE login information
• Professional Development Modules on DLM website
2015-16• Delivered in Moodle• Educators registered manually
(using EP user information)• Some state customization of
training courses• Options for new vs. returning
test administrators• Successfully complete all
requirements = prerequisite for access to student TDE login information
• Professional Development Modules still on the DLM website but reorganized
7
Why Use Moodle ForRequired Training?
• DLM made changes in training based on feedback, an ad-hoc committee, and internal discussions.
• Moodle has better video and audio quality than EP.
• Moodle provides functionality that overcomes bandwidth issues and heavy demands on district technology systems.
• Moodle has features to make training a meaningful learning experience for educators:– Guidance on which quiz questions were missed– Additional information to help teachers learn more about
a missed question before retaking the quiz
8
Key Required Training Changes
• New Test Administrators take four modules.
• Returning Test Administrators take one module.
• Only the role of “teacher” is uploaded into Moodle.
• Only “teachers” are required to pass the quizzes.
• Non-teachers are also able to take the training but are not automatically enrolled.
9
Two Training Options
• Self-Direct Required Training:– For new Test Administrators– For returning Test Administrators
• Facilitated Required Training:– For new Test Administrators– Not available for returning Test
Administrators
• Both options in Moodle
10
Self-Directed Training for New TAs• Test Administrators complete all training and
quizzes at their own pace.
• Training activity consists of videos and short unscored activities in Moodle.
• Individual post-tests for each module must be passed:– ≥80% is successful completion; – unlocks next module
• Training typically takes between 3.5 and 4 hours.
11
Facilitated Training for New TAs• New Test Administrators attend a workshop with
other educators.
• Training activity also consists of videos/short unscored activities but in a group setting.
• Participants individually access Moodle and take post-tests: – ≥80% success completion required– unlocks next post-test
• Facilitated training may include an additional half day of hands-on training in Educator Portal or other activities.
12
Content for New TAs• Module 1: About the DLM System
• Module 4: Preparing to Administer the Assessment
• Module 5: Who are the Students with the Significant Cognitive
Disabilities.
13
Post-Tests for New TAs
• Post-tests consist of both True/False and multi-select multiple choice items.
• Multiple testing attempts are allowed.
• Quiz is no longer available after successful completion of the next part.
14
Training for Returning TAs• This course is designed for the Test
Administrators who completed all training requirements in 2014-2015.
• Training time:– Video: <24 minutes– Post-test: about 20 minutes
15
Identifying Returning TAs
• A returning Test Administrator is an educator who passed all required training modules, had the role of “teacher”, and had an active Educator Portal account during the 2014-2015 school year.
• If a returning Test Administrator is registered as a new Test Administrator, that TA should notify the DTC. The DTC will contact the DLM Service Desk to get the registration corrected if appropriate.
16
Training for Returning TAs
• If the module is not successfully completed on the first attempt, additional training will be required.
• Additional training may take an additional 30 minutes to 4 hours, depending on the areas in which the test administrator was not successful on the first attempt.
17
Content for Returning TA Training
• Participants will learn how to prepare for the DLM Assessment
– Review the components of the DLM Alternate Assessment System.
– Clarify the security demands of the DLM system.
– Review accessibility options and allowable practices.
– Review test administration practices.
18
Available Resources
• DLM Website for West Virginia
• Guide to Required Training– For participants (test administrators)– Overview of what is expected (content, course
design)– Step-by-step instructions for Moodle with screen
shots
• Facilitator Guide to Required Training– Short overview of content & responsibilities– How-to for Moodle (same as participant guide +
Educator Portal & MoodleTA has account in Educator Portal
Moodle account created
TA completes all training requirements
Completion status marked in EP
training.dynamiclearningmaps.org
WV’s Courses
• Test Administrators only see their own course
• WV facilitators see all three
24
How Educators are Enrolled
• DLM staff retrieve current user records from EP; check against file of those who completed in 2014-15–Match = returning test admin course – No match = new test admin course
• DTC has permission to request change into returning course
• Process is not automatic. May take ~5 business days.
25
Inside Moodle
• Username = same email as EP• Temporary password must be
reset at first login• Test administrators will only see
one course• In WV facilitators will see all three
courses
26
After Completion
• Automatically generates certificate if they want one for their own records
• DLM staff periodically sweep through the gradebook to find TAs who have completed all training and are ready to be marked in EP as having met all requirements– This process is not automatic. May take
2-5 business days.
27
Monitoring in Moodle
Course Monitoring Guide – Handout
Check Test Administrator enrollment in Moodle.
Monitor completed quizzes.
Who received a certificate?
training.dynamiclearningmaps.org
1. Login and navigation
2. Facilitator resources
3. Overview of course for new TAs
4. Monitoring procedures
29
Facilitator Hints
Check Moodle enrollments 7-10 days in advance of scheduled training session–Work with staff to make sure missing
people have their EP accounts correctly configured
Check technology configuration in advance – make sure videos work with local settings
30
Likely Hot Topics
1. I can’t get to the professional development tab in Educator Portal?
2. But I did this last year!3. What is my username and password?4. Do I have to take facilitated AND self-
directed?5. I just finished the course five seconds
For the DLM Service Desk, please contact:855-277-9751 or [email protected]
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.