Administration Training February 2011

1. Administration TrainingFebruary 2011 The NH Department of Education In Partnership With: The UNH Institute on Disability

2. “The profound revolution in education will not begin with those students who are in the mainstream. The real revolution... the profound revolution... will begin with those students who are in the most distant margins.” David Rose Keynote Address, Detroit, June, 2011 CCSSO National Conference on Student Assessment

3. NH-ALPs: Today’s 3 Big Take-Aways • 2. How are we observing what our students know and are able to do? • An Effective Communication System • Access to Academic Learning & Performance • Student as author of own work! Active agent What are we assessing? The NH Curriculum Frameworks – It’s the same for ALL. The Learning Progressions Access-based definitions of the standards – Glossaries!

4. 3 Big Take-Aways, continued... • Show us your student – • Making meaningfrom “text” – Give them a book, • Writing a messagefor a purpose with visual or tactile symbols thatanother person can interpret and make sense of – • whenthe student is no longer present, • Making senseof mathematics ideas... to solve problems. Show the student actively engaging ideas about quantity, numbers, equality, patterns, change, measurement, & data, • Discovering that “wonder” can serve a really important purpose – and that you can do something useful with wonder to help you make sense of your world... What is the Evidenceof performance? Constructivism: Authentic Tasks

5. Why Build a New Assessment? Federal laws (NCLB & IDEA) require that we set a ‘grade-linked’ academic performance standard for even those students with the most severe cognitive disabilities. We can no longer use program-based measures to help calculate scores. We must base test scores solely on evidence of academic progress. We have entered into a compliance agreement with the federal government (USED) to deliver a state-of-the-art alternate assessment beginning in school year 2010-2011 to meet NCLB requirements. We must administer, score, and report results by Sept. 18, 2011. (The test window this year is short – in future years it will be longer.) Over the last decade we’ve discovered a great deal about the learning characteristics of NH alternately assessed students and about the ways our students learn academic content. We are building one seamless continuumconnecting academic performance across ALL student ability groups.

6. We’ve built an assessment that ... • Gets out of your way and let’s you teach... • Gives you the TIME you need to work it out, to try ... • .....And then to try again until you really do figure it out, • Provides tools to support you along the journey as you learn • more day by day, • Asks you NOT to set a narrow or limiting target goal, • but instead- challenges you to take your students as far as you can possibly take them • in reading, mathematics, writing, and science. • Let’s learn how far they can reach... .... And then

7. We’ve built an assessment that ... • ... At the end of the year, • we want you to • capture their very highest and best work • in reading, in mathematics, in writing, and in science. • We want you to catch your students at their best... • And we want to catch you at your best!

8. A Guiding Principle“LEAST DANGEROUS ASSUMPTION”(Anne Donnellan, 1984) Begin with the presumption that ALL students can become competent. “…in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults.”

9. Field Review Findings • Adjusted structure, administration, and scoring • Content area professional development needed • All students were on the progressions • Students generally performed higher than school teams indicated • Supports unintentionally interfered with performance and student authorship (directive vs. supportive) • Video was vital (content not length) • Transcripts were necessary

10. What is a Learning Progression? Learning Progressions describe how we expect students’ knowledge and skills in one content area will developover time. Each learning progression representsa cluster of knowledge and skills (GLEs) that develop together based on years of professional experience and research. Learning progressions contain many sequential steps that are needed for certain ideas and concepts to develop and build upon one another before full, more comprehensive understanding of the topic is gained. Sometimes students grow directly upward in learning new, more challenging content, but sometimes they grow ‘sideways’ learning new content at the same level of challenge before they are ready to move upward toward higher skill clusters.

11. Learning Progressions cont. What we expect – can be wrong. Students can (and often DO) surprise us. NH Alternate Learning Progressions are built in a way that allows us to observe our students as they growth in both directions (sideways and upward) or in only one direction. Credit can be earned either way! We can map current levels of performance based on NH Curriculum Standards AND we can map year-to-year growth in academic skills, last year’s base is this year’s starting point. Learning progressions offer a clear, concise, visual way of presenting information to families and to educational teams when making instructional planning decisions.

12. Where can I find them? • www.measuredprogress.org • Click on “clients” • Find NH license plate • Click on NH Alternate Assessment • Scroll down to “The Test” then “What is Tested? The Learning Progressions” • Click on content area

14. Where are the Resources? • www.education.nh.gov → Accountability/Assessment: → Alternate Assessment → 2010-2011 NH Alternate Learning Progressions Assessment → Getting Started or…… www.measuredprogress.org

16. Some Key Resources You’ll Find There • Important Timelines & Key Dates • Participation Decision Making & Forms • District Registration of Students Information • The Test: • What we test: The Learning Progressions • How we observe student performance: Access to Learning & Performance Inventory • Evidence Collection Info: Portfolio Template • Glossaries for Every Content Area !!! • Instructional Support and Resources • Workshops & Registration ……and more

17. How:The NH ALPs Access to Learning & Performance: Inventory and Resource Guide 2010-2011

18. NH ALPs Access to Learning and Performance: Inventory and Resource Guide • Four Main Parts: • Part 1: The Inventory – Create Student Profile • Part 2. Resource Guide, Section A – Modes of Learning • Part 3: Resource Guide, Section B – Communication & Performance • Part 4: The Tools for the Trade Guide

19. Part 1: The Inventory • The student’s team is given, • through secure password sign-on, • an online inventory tool • to be posted on the • NH Alternate Learning Progressions • webpage - starting Feb. 21st. • Passwords are given to • NH teachers through the NHDOE • “single sign-on” system. • https://my.doe.nh.gov • One team member enters all data.

21. Part 1: The Inventory • This online inventory takes the team through a series of decision-making steps that help to identify sensory modes of representation and engagement that offer theclearest, strongest paths of access to learningfor a specific student.

23. Part 1: The Inventory • These strengths are recorded by the software program, on the printable NH-ALPs Inventory Summary Page documenting the student’s personal • Sensory Access to Learning Profile.

25. Part 1: The Inventory • As the inventory continues, the team is provided an additional series of decision-making steps that help to document the most effective modes of receptive and expressive communication and performance for the student.

30. Part 1: The Inventory • This information is also presented in summary form to show the student’s personal • Access toCommunication & Performance Profile

32. Part 1: The Inventory • This inventory documents: • An organized individual summary profile • Sensory Access Profile • Access toCommunication & Performance Profile • the educational team’s current knowledge of this student’s most effective paths of access to learning and performance. • This tool is intended to provide critical information that is needed to support the selection, planning, and delivery of successful academic instruction for this student

35. Part 1: The Inventory • Frequency of Use: Each year Document Increase in Receptive and Expressive Vocabulary IEP Team completes Inventory

36. Part 2. Resource Guide, Section A: Modes of Learning • The information provided in Section A of the NH-ALPs Resource Guide is provided to help inform the choice and use of instructional methods and materialsto enhance student learning – the receiving and making meaning of information. Part 2: Resource Section A: Modes of Learning

38. Part 3: Resource Guide, Section B Modes of Communication & Performance • In Section B of the Resource Section are guidelines for establishing effective and appropriately matchedsupports for the student to communicate and demonstratewhat he or she has learned. Part 3: Resource Section B: Modes of Expression for Communication & Performance

40. Part 4: The Tools for the Trade Guide Tools for the Trade An Access Tools Resource Guide for NH-ALPs

41. Part 4: Tools for the Trade: An Access Tools Resource Guide for the NH-ALPs • The Tools for the Trade Guide is organized into the following categories: • General Sensory Resources • Communication Resources • Assistive Technology Resources • Vision Resources • Deaf and Hard of Hearing Resources • Content Area Resources

42. NH ALPs Access to Learning g& Performance Inventory & Resources • Content Area Access Resources & Tools • For additional information, also see: • Teacher Support Resources posted under each content area on the NH ALPs webpage • Mathematics • CITEd – Center for Implementing Technology in Education – Math Matrix – • http://www.cited.org/index.aspx • This matrix is intended to serve as a resource that matches technology tools with supporting literature on promising practices for the instruction of K-8 mathematics for students with disabilities. • Illuminations: Activities • http://illuminations.nctm.org/ActivitySearch.aspx - • Illuminations has been found on a section of the website for the National Council of Teachers of Mathematics since 2000. Students and teachers from Pre-Kindergarten through High School can use these interactivities

43. Contact Information • Laurie Lambert, M. Ed. • Institute on Disability • University of New Hampshire • Laurie.lambert@unh.edu • 862-0087

44. Questions????

45. RequiredContent Areas - by grade Grade 2 ...... Reading and Math Grade 3 ...... Reading and Math Grade 4 ...... Reading and Math and Writing and Science Grade 5 ...... Reading and Math Grade 6 ...... Reading and Math Grade 7 ...... Reading and Math and Writing Grade 8 ...... Science only Grade 10 ..... Reading and Math and Writing Grade 11 ..... Science only

46. Evidence Collection • First Year (2010-11 school year) – • Shortened test administration window: • February 22nd through May 5th

47. Template • Portfolio Validation Form • Decision Making Worksheet • Informed Consent & Permission • Evidence Collection Documentation • Reading • Math • Writing • Science

48. Screening Elements • Content Fidelity: Can the student performance be located on content appropriate learning progression? • Student Authorship: Evidence shows student engaged in choice-making as an active agent. Supportive prompts are appropriate and permitted. Directive prompts are not permitted since they lead the student to the answer.

49. Scoring Elements • Accuracy on specific GLEs/GSEs within a learning progression.

50. Feedback Elements • Matched Supports - Is the student appropriately supported according to the Receptive and Expressive Profiles indicated? • Integrated Performance in Reading