New Jersey State Dynamic Learning Maps

Spring 2023 End of Year Assessment Results

Teaneck Public Schools

March 6, 2024
Dr. Maura Tuite, Director of Special Education and Nursing Services, Secondary Shellian Mirander, Director of Special Education and Nursing Services, Elementary

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New Jersey State Dynamic Learning Maps Table of Contents
● Dynamic Learning Maps (DLM) overview ● DLM participation rates
● DLM Performance Levels ● Student Score Report
● Overall District Results - 2023
○ Any group with 10 students or fewer is not presented due to conﬁdentiality reasons and FERPA

● Year to Year Analysis
● Next Steps for Instructional Strategies and Interventions

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Dynamics Learning Maps Overview

• The Dynamic Learning Maps is an alternate assessment for students with the most signiﬁcant cognitive disabilities.

• New Jersey Department of Education regulates a 1 % Participation cap.

• IEP team determines who is eligible to take the DLM based on the federal requirements and guidelines.

• Year-End model given in English Language Arts, Mathematics, and Science.

• ELA and Math tested in Grades 3-8 and 11.

• Science tested in Grades 5, 8 and 11.

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Dynamic Learning District Participation Rates

Subject

English Language Arts
	Students Tested 2020-2021
	Students Tested 2021-2022
	Students Tested 2022-2023

14/46 (eligible test takers)

33/34 (eligible test takers)

34/34 (eligible test takers)

Mathematics

14/31 (eligible test takers)

33/34 (eligible test takers)

32/32 (eligible test takers)

Science

*FERPA (eligible test takers)

*FERPA (eligible test takers)

15/16 (eligible test takers)

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Dynamic Learning Maps EOY Performance Levels

amic Learning Maps EOY Performance Levels
Dynamic Learning Maps uses four performance levels that delineate the knowledge, skills, and practices represented by the Essential Elements that students are able to demonstrate.

Level 1 Emerging
	Level 2 Approaching
	Level 3 Target
	Level 4 Advanced

The student demonstrates emerging understanding of and ability to apply content knowledge and skills represented by the Essential Elements.

The student’s understanding of and ability to apply targeted content knowledge and skills represented by the Essential Elements is approaching the target.

The student’s understanding of and ability to apply content knowledge and skills represented by the Essential Elements is at target.

The student demonstrates advanced understanding of and ability to apply targeted content knowledge and skills represented by the Essential Elements.

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Dynamic Learning Maps Student Score Report

Dynamic Learning Maps provides a student score report that consist of two parts:
1. Performance Proﬁle -provides broad information about what the student knows and can do the tested subject.
2. Learning Proﬁle - describes the skills the student has mastered as they related to each essential elements.

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Subjects
	Tested Students
	Level 1 Emerging
	Level 2 Approaching Target
	Level 3 At Target
	Level 4 Advanced
	Total at Target or Advanced
	% of students at Target or Advanced
	
Language Arts

34

10

*FERPA

12

*FERPA

17

50%
	
Mathematics

32

13

*FERPA

*FERPA

*FERPA

13

40.6%
	
Science
	
15
	
*FERPA
	
*FERPA
	
*FERPA
	
*FERPA
	
10
	
66.7%

Disaggregated District Data - 2023 DLM EOY Assessment

In accordance with FERPA *DLM performance for grade levels with fewer than 10 students is not represented.

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Subjects
	
% of students at Target (Level 3) or Advanced (Level 4) 2021
	
% of students at Target (Level 3) or Advanced (Level 4) 2022
	
% of students at Target (Level 3) or Advanced (Level 4) 2023
	
Diﬀerence in Performance 2022 to 2023

English Language Arts

40.33%

33%

50%

+17%

Mathematics
	
30.5%
	
30%
	
46%
	
+16%

Science
	
33.3%
	
*FERPA
	
66.7%
	
+33.4%

Dynamic Learning Maps Trend Analysis 2021-2023

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Targeted Instructional Strategies & Interventions

• Expand multisensory reading and Universal Design for Learning methodology to deepen multimodal instructional approach to
include modeling; direct instruction; guided practice, independent practice, and generalization of skills.
• Formal and informal assessments to monitor student progress. • Supplemental instructional materials/resources to target skill
development.
• Utilization of the ACE ABA Instructional Program (District Multiple Disabilities Program) to develop individual student
programs that are aligned to IEP goals/objectives; data is collected daily, charted, and monitored to review student progress on target skills.

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Next Steps

• Dynamic Learning Maps Instructionally Embedded Assessment:
• Teachers are using the DLM results to inform instructional decisions. They have meetings throughout the year to analyze the data and develop action plans to address the areas of need.
• Case managers and service providers adjust IEP goals with the instructional staﬀ based on student achievement and student individual needs.

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Questions

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