UPDATE TRAINING2012-2013

HOUSEKEEPING…

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WHAT YOU NEED FOR TODAY…

NH ALPS Administration Manual 2012-2013Found at measuredprogress.orgClick on clients at the bottom of the pageFind NH license plate- click on Alternate AssessmentClick on “The Test”Under “Evidence to Be Collected”

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Test Window Dec 3-May 17th

UPS pick up May 31st- MP coordinatesUpdated manual and template available

online onlyExemptions added to SASC formStudent report has more information to

guide instructional decisionsMinor format/wording changes to template

BIG CHANGESChanges this year

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EVIDENCE COLLECTION

December 3rd -May 17th

UPS pickup is May 31st

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February 4th- April 12th Students MUST be registered by April 12th,

through the state i4see workbench, in order to be picked up by Measured Progress and scored.

For details, see information on page 10 of the 2012-2013 Administration Manual or visit:

http://measuredprogress.org/NH-Alt

STUDENT REGISTRATION

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Participation in NH ALPsKey Dates & Training SchedulesAccess to Learning & Performance Developing a Portfolio: ChecklistsUpdated TemplateContent Area Learning ProgressionsScoring Information & ALDsResources & Contacts

THE NH ALPS ADMINISTRATION MANUAL AVAILABLE ONLINE

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During 2012-2013

Students are Assessed through

the NH ALPs In Grade:

What content areas are assessed?

Reading Math Writing Science

2 Yes Yes - -3 Yes Yes - -4 Yes Yes Yes Yes5 Yes Yes - -6 Yes Yes 7 Yes Yes Yes -8 - - - Yes

10 Yes Yes Yes -11 - - - Yes

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Still located at www.my.doe.nh.govUse your single sign-on username and passwordSame formPrint summary and submit with portfolioTo change, re-enter information= overwrites For additional help, contact your district’s i4see coordinator

or the i4see help desk at: i4see.help@doe.nh.gov

NH ACCESS TO LEARNING & PERFORMANCE INVENTORY

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% PROFICIENT OR ABOVE- ALL GRADES2011-2012 COMPARISON

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The academic task given to student did not sufficiently match the content standards being assessed.

 

Limited evidence of student authorship was evident from the work sampleFor more information on this topic, visit http://www.measuredprogress.org/The-Test to review the following documents:

Showing the Student as Author: Supportive vs. Directive PromptsAccess Guide to Student Learning and Performance

COMMON PROCEDURAL ERRORS

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Reading Assessment Cover Sheet

Required: 2 Videos for 2 TasksRequired: Literary Text Entry Cover Sheet

Required: Informational Text Entry Cover Sheet

READING: REQUIRED EVIDENCE COLLECTION

DOCUMENTATION

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Supplemental: Copy of Text Passage with running record of accuracy, with annotations, or miscue analysis

Supplemental: Written Transcript of audio portions of video that are difficult to understand

READING: SUPPLEMENTAL EVIDENCE DOCUMENTATION

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RESOURCES FOR SUPPORT:

District Trainers have videosAllyson and Marie have videos at coaching sessions

Worksheets for emergent and beginning levels to help you organize and plan your reading tasks- not required at all, only an optional organizational tool- available at http://measuredprogress.org/reading

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NH ALPS READING ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

ALL STUDENTS TESTED

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NH ALPS READING ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

OF THOSE THAT PASSED TASK LEVEL REVIEW

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If students are appropriately supported, their performance is greater.

Showing entire reading process across all LPs merits maximum score points.

This idea of integrated reading process is consistent with CCSS.

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When the Reading task matched the stated content standard, andthe student successfully showed authorship of just one standard in each progression…

This meant student was demonstrating the whole reading process not just isolated skills.

Student Reading performance rose, dramatically!

NH ALPS READING ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

OF THOSE THAT SCORED AT LEAST 1 POINT IN EACH PROGRESSION

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WRITING: REQUIRED EVIDENCE COLLECTION

DOCUMENTATIONRequired: Writing Assessment Cover Sheet

Required: Videos for 3 TasksRequired: Expressive Writing Entry Cover Sheet…writing prompt required

Required: Informational Writing Entry Cover Sheet…writing prompt required

Required: Response to Text Entry Cover Sheet…writing prompt required

Required: Copy or summary of text used for Response to Text Writing

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WRITING: SUPPLEMENTAL

Supplemental: copies of drafts of writing for each of the three samples submitted

Supplemental: Written Transcript of audio portions of video that are difficult to understand

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WRITING TEST ADMINISTRATION PROCEDURAL ERRORS

1. Task evidence did not match entry documentation provided

2. No performance evidence was provided at all for this required content area.

3. Response-to-Text Writing entry did not include the required stimulus text/prompt sample.

4. For Response-to-Text writing task students read the entire text on video, leaving little time for student demonstration of writing skills. 23

5. Too much of the student actually writing was edited out.

6. The entry did not allow the student the opportunity to demonstrate content knowledge that was reflective of the genre being assessed. Worksheets, and isolated skills such as writing a name or matching letters to sounds, are not Writing Tasks that are assessed.

WRITING TEST ADMINISTRATION PROCEDURAL ERRORS

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WRITING TEST ADMINISTRATION PROCEDURAL ERRORS

7. The task did not allow for all components of the standard as written to be successfully demonstrated. Terminology such as plural language or "and" were often overlooked.

8. Challenge Level not documented, or was unclear, and could not be determined.

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2012 NH ALPS WRITING SCORES % OF STUDENTS PROFICIENT OR ABOVE BY

GRADE LEVEL

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Required: Mathematics Assessment Cover Sheet

Required: Video for 4 TasksRequired: Concepts of Rational Numbers Cover Sheet

Required: Operations Cover SheetRequired: Equality Cover SheetRequired: Patterns and Change Cover Sheet

MATH :REQUIRED EVIDENCE COLLECTION

DOCUMENTATION

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MATH: SUPPLEMENTAL EVIDENCE DOCUMENTATION

Supplemental: A copy of any paper products used/produced (tests, worksheets, cards, etc.)

Supplemental: Written Transcript of audio portions of video that are difficult to understand

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MATHEMATICS PROCEDURAL ERRORS

1. Work sample evidence did not demonstrate all of the written parts of the scorable unit. 2. Tasks were not structured in such a way that allowed the student an opportunity to successfully demonstrate standard(s).

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NH ALPS MATHEMATICS ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

ALL STUDENTS TESTED

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NH ALPS MATHEMATICS ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

OF THOSE THAT PASSED TASK LEVEL REVIEW

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If students are well supported, their performance is greater.

Showing integrated problem solving across all LPs merits maximum score points.

This approach is consistent with CCSS.32

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When the Mathematics task matched

the stated content standard, and

the student showed authorship of just

one scorable unit in each progression…

This meant student was demonstrating the whole mathematics process not just isolated skills.

Student Mathematics performance rose, dramatically!

NH ALPS MATHEMATICS ASSESSMENTCOMPARISON % PROFICIENT OR ABOVE BY GRADE

OF THOSE THAT SCORED AT LEAST 1 POINT IN EACH PROGRESSION

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2 REQUIRED SCIENCE TASK ENTRIES

Grade 4 –Life Science and Earth/Space Science

Grade 8 – Earth/Space Science and Physical Science

Grade 11 –Physical Science and Life Science

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GRADE 4 SCIENCE: REQUIRED EVIDENCE COLLECTION

DOCUMENTATION

Grade 4: Life Science & Earth-Space ScienceRequired:•Science Assessment Cover Sheet•Life Science Entry Cover Sheet:

• 1 content standard, 2 process skill standards•Earth-Space Science Entry Cover Sheet:

• 1 content standard, 2 process skill standards•Video of Life Science Task•Video of Earth- Space Science Task

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GRADE 8 SCIENCE: REQUIRED EVIDENCE COLLECTION

DOCUMENTATION

Gr. 8: Earth-Space Science & Physical ScienceRequired:•Science Assessment Cover Sheet•Earth-Space Entry Cover Sheet

• 1 content standard, 2 process skill standards•Physical Science Entry Cover Sheet

• 1 content standard, 2 process skill standards•Video of Earth- Space Science Task•Video of Physical Science Task

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GRADE 11 SCIENCE: REQUIRED EVIDENCE COLLECTION

DOCUMENTATION

Gr. 11: Life Science & Physical ScienceRequired:•Science Assessment Cover Sheet•Life Science Entry Cover Sheet

• 1 content standard, 2 process skill standards•Physical Science Entry Cover Sheet

• 1 content standard, 2 process skill standards•Video of Life Science Task•Video of Physical Science Task

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Supplemental: • A copy of any products resulting from science process skills used (science notebook, lab report, labeled diagrams, graphed data, etc.)

• A written transcript of audio portions that are difficult to understand

SCIENCE: SUPPLEMENTAL EVIDENCE DOCUMENTATION

(ALL GRADES)

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SCIENCE TEST ADMINISTRATION PROCEDURAL ERRORS

 

The science standard as written - required the student to "identify and describe", "recognize similarities and differences", "differentiate between living and nonliving things", "plants and animals”, but the student was only asked to do one of the things. 

Tasks were not structured in such a way that allowed the student an opportunity to successfully demonstrate standard(s). Required documentation errors. Indication of content skill and process skill inconsistent, incorrect, missing or not valid numbers. 40

2012 NH ALPS SCIENCE SCORES % OF STUDENTS PROFICIENT OR ABOVE BY GRADE

LEVEL

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ACCEPTABLE VIDEOTAPE FILEFORMATS

.wmv (Windows media video)

.mp4 (MPEG-4)

.avi

.mov (QuickTime)Caution:Be careful not to burn just the shortcut or project files to

the flash drive…it must be a video file.

Do not use proprietary third-party movie software that converts to file format that only it knows how to process. 42

REVIEW: NAMING AND ORGANIZATION OF

VIDEO FILESALL VIDEO EVIDENCE SHOULD BE SUBMITTED ON A FLASH (JUMP) DRIVE - 4GB recommended, 2GB may be suitable for grades 8 and 11.

Submit 1 flash drive per student! Video clips should be saved into file folders by

content area.Delete files from previous years! Label video files: within each content area, by

entry, followed by Student first name and last four SASID. For example:

Reading.Literary.Nicole.6789Math.Operations.Nicole.6789Writing.Expressive.Nicole.6789

Science.Life.Amy.9999 43

COMMON VIDEO ERRORS

Video file only saved as a project fileVideo file with no coding language embedded for media player to read

Corrupt filesFile name extension missingUnacceptable video formats submittedEvidence submission from multiple years. Only current year evidence should be submitted on the thumb drive.

See Policy Regarding Video Files That Cannot Be Opened

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HOW NH ALPS FITS INTO

CURRICULUM, INSTRUCTION AND

ASSESSMENT WITHIN THE IEP PROCESS

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NH ALPs is not an “add-on” but an integral part of

the Curriculum, Instruction, and

Assessment triangle

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CurriculumCommon Core State

Standards

Alternate Learning Progressions

Standards-based IEP Goals

InstructionUniversal Design

Multi-tiered Instruction

AssessmentFormative/Progress

Monitoring

Summative

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EFFECTIVE & EFFICIENT COMMUNICATION SYSTEM

Symbolic

LanguageMulti-modalCommunication

SpeakingListening Reading

Writing

Adapted by McSheehan, M. (2012) from Communication Points (2011), National Center and States Collaborative Newsletter, Vol.1, http://www.ncscpartners.org/Media/Default/PDFs/COP-Newsletters/NCSC-Newsletter-Volume-1.pdf

CURRICULUM

Standards identified within the four content area Learning Progressions (GLE/GSE)

How current NH Alternate Learning Progressions relate to CCSS and how they differ

Transitioning to CCSSHow it fits into the IEP?- annual academic goals and objectives

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EXAMPLE OF ANNUAL READING GOAL

Annual Reading Goal:Using both informational and literary text types, Sally Student will successfully engage in the integrated process of reading at the Fountas and Pinnell Benchmark level C with at least 90% accuracy by June 2013.Broad academic goal encompasses both text types across the progressions, using text complexity as the measurement criteria

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EXAMPLES OF READING OBJECTIVES

Objectives:1.Sally will use knowledge of word structure and context clues to decode and unlock meaning of unknown words as demonstrated by fluently reading a passage with at least 90% accuracy2.Sally will distinguish among a variety of types of literary and informational text by citing at least 2 characteristics that classify it within a specific genre.3.Sally will use text references to retell at least 3 major story elements or explain 3 facts that have been learned.4.Sally will use at least 2 references from the text to explain inferences, predictions, and conclusions about the text.

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INSTRUCTIONHOW students learn the curriculum Universal Design guides development and

delivery of curriculum & instructionMultiple Means of Representation, Action and Expression, and Engagement

Enhance accessibility using Access to Learning and Performance Inventory Summary. What are your student’s primary sensory strength pathway(s)? Visual, Auditory, Physical?

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IEPAccommodations and modifications

UDL framework (presentation, response, and engagement) and Student’s sensory access profile (visual, auditory, physical)

AT and AAC provisions For access to the general curriculumFor effective receptive and expressive communication

AT/AAC page critical for delivery of instruction.

How can the team use AT/AAC for optimal student learning? Not just high-tech!!! 52

EXAMPLES OF ACCOMMODATIONS FOR STUDENT WITH VISUAL STRENGTH

(Using Section A: Resources for Student Learning from the Access to Student Leaning and Performance Resources) Enhanced Representation:Use visual blocking/reduction of textEnlarge textColor coding informationAdjust Plane of presentationEnhanced Engagement:Use computer/dynamic displays (electronic whiteboards, enlarged icons, vertical surface)Use aided Language BoardsDecrease visually distracting environment/backgrounds Use Storyboards

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ASSESSMENT

2 Purposes for NH ALPs: Assessment vs Accountability

Formative and SummativeChallenge levels help understand where student is, where they’ve been and plan for where they’ll go next

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IEPOngoing monitoring of IEP goals and objectives through video library, evidence of student demonstration of standards (formative assessment)Highest and best student performance of standards submitted to NH DOE for participation in NH ALPs as statewide assessment (summative assessment)Revision of IEP goals and objectives based on formative and summative assessmentsAAC/AT evaluation or consult (they are different) for best match to support effective learning and performance…What is the challenge? What is the obstacle?Accommodations: Access to Learning and Performance Resource Guides, Sections A & B

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QUESTIONS/EVALUATIONS

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RECAP OF KEY DATES

Test Window Dec 3-May 17th

Registration Window Feb 4th- Apr 12th

Statewide Coaching Sessions Feb 4th- May 10th

UPS pick up May 31st- coordinated by MP

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NH ALPS RESOURCES

The NH ALPS website link: http://www.measuredprogress.org/NH-Alt

In order to ensure that you receive e-mails and announcements from Measured Progress, please add Measured Progress to your contact list, adjust your spam settings, or follow the instructions from your e-mail provider on how to prevent their e-mails from being marked "Spam" or "Junk Mail."

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Questions about developing a portfolio? Contact:Allyson Vignola, Alternate Assessment

Coach, at: allysonvignola@hotmail.com, (603) 848-4850; or

Marie Cote, Alternate Assessment Coach, at: marie.cote@comcast.net, (603) 689-8777

Questions about workshops, shipping, reporting, or logistics? Contact:

Cristina Haley, Program Manager, at:haley.cristina@measuredprogress.org, NH ALPs Service Line 1-800-431-8901 ext.: 2499

Questions about state policy issues? Contact:

Santina Thibedeau, NH Department of Education,State Director of Special Education,Santina.Thibedeau@doe.nh.gov, (603) 271-6693

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“We pass through this world but once.Few tragedies can be more extensive

than the stunting of life,few injustices deeper than the denial of an opportunity to strive, or even...

to hopeby a limit imposed from without, but

falsely identifiedas lying within.”

Stephen Jay GouldThe Mis-measure of Man, 2nd Ed.

(1996)

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