Test Administration Training 2012-2013

1. Test Administration Training 2012-2013

2. Housekeeping… • Make sure you enter your audio pin from your confirmation email • For technical issues related to today’s presentation, call: 603-271-3741 • Type questions into the question box and they will be addressed at the end of each section • No student-specific questions in this format • This presentation, audio included, is being recorded and will be archived for later reference.

3. What you need for today… NH ALPS Administration Manual 2012-2013 • Found at measuredprogress.org • Click on clients at the bottom of the page • Find NH license plate- click on Alternate Assessment • Click on “The Test” • Under “Evidence to Be Collected”

4. Agenda • The NH ALPs- why, what, who, when, how, where- help! • Student Authorship • Putting Together the Portfolio- website, manual, template • Access to Student Learning and Performance • Reading Evidence • Math Evidence • Writing Evidence • Science Evidence • Video Evidence Guidelines • Contact information

5. Why complete the NH ALPs? Since 1997, under state and federal laws, our schools have been required to ensure that all students have access to learning the same NH general education curriculum content, and ensure that every student is assessed on their progress toward achieving these challenging state academic standards.

6. What is the NH ALPs? The NH ALPs (New Hampshire Alternate Learning Progressions Assessment), based on alternate achievement standards, provides the required academic performance assessment for students with severe cognitive disabilities. Students that participate in alternate assessment must be assessed on the same academic standards that all children are expected to learn, but at a slower rate and often with decreased depth and complexity.

7. 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. .

8. What is a Learning Progression? NH Alternate Learning Progressions are built in a way that allows us to observe our students as they grow 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.

9. Who participates in the NH ALPs? • A student is eligible to participate in the NH ALPs if her or his IEP team determines that the student meets all of the following criteria: • The student has an IEP • The student’s cognitive disability and deficits in adaptive behavioral skills would prevent this student from participating in the General Assessment, even with appropriate accommodations.

10. Who participates in the NHALPs? • Evidence that the student’s demonstrated cognitive disability and adaptive behavioral skills • prevent her or him from demonstrating achievement of the grade-level proficiency standards described in the New Hampshire Curriculum Frameworks, even with appropriate accommodations and high-quality instruction, and • require individualized instruction in multiple settings (school, work, home, and other environments) to acquire, generalize, and transfer skills necessary for functional application. • There is historical data (current and longitudinal across multiple settings) that confirms the individual student criteria listed above.

11. How does my student get registered for NH ALPs? • Feb 4th- Apr 12th NH ALPs Registration Window open- contact your district’s i4see coordinator - If the student is not registered through the state's i4see workbench, the student's portfolio will not be pick-up by Measured Progress and cannot be scored. • Details on page 10 of the 2012-2013 NH ALPs Administration Manual

12. What Content Areas Are Assessed?

13. When Are Students Assessed? Evidence Collection Period December 3, 2012 – May 17, 2013 UPS Pick-up on Friday, May 31, 2013

14. How are Students Assessed? • Video samples of students actively participating in authentic tasks that demonstrate their current level of performance on the NH Alternate Learning Progressions are submitted and scored. • The student must be shown as the author of his/her own work.

15. Where Are Student’s Assessed • In the environment most appropriate for the assessment, taking into account your student’s performance needs • ALL students are afforded the accommodation of taking their statewide assessment in the setting that best meets their needs

16. Who will help me? • Collaboration between special education case managers and content area teachers is KEY to this assessment…understanding the language in the progressions, and what is being asked of your students is CRITICAL • District Trainers- some districts have opted into the District Trainer Program. These trainers have experiences and resources to share, and they can arrange a district-wide coaching session. • Ongoing email and phone support from Allyson and Marie. • Free statewide coaching sessions- you must register. Schedule and registration site is in the front of the manual and posted at http://www.measuredprogress.org/nh-alt

17. Putting It All Together!

18. NH ALPs Website • www.measuredprogress.org • Click on “clients” at the bottom of the page • Find NH license plate • Click on NH Alternate Assessment

19. What You Will Find There • Join our mailing list • Key Dates Quick Reference • Participation: Decisions, Guidelines, and Forms • District Registration • The Test – outlined on next slide • Test Reports & Interpretation • Training Sessions for Educators • Updates, Notices, and FAQs

20. The Test • Content Areas Assessed by Grade • Learning Progressions with Support Materials • Supportive vs. Directive Prompts • Online Access Inventory Survey • Copy of Online Access Inventory Survey • How to Complete the Access Inventory Survey • Access Guide to Learning, Communication and Performance • The Communication Matrix Handbook for Parents and Professionals

21. The Test – continued • 2012 – 2013 NH ALPs Assessment Administration Manual • 2012 – 2013 NH ALPs Assessment Portfolio Template • Test Blueprint • Master Glossary of Terms • Caution: Common Administration Procedural Errors • Steps to Prepare Video Evidence and Requirements • Policy Regarding Video Files • Video Editing – 4 Helpful Websites • How to Compress the Size of Flip Video Camera Files

22. The NH ALPs Administration Manual • 2012-2013 Manual available online for download • Updates can be printed from Measured Progress Website Content: • Key Dates & Training Schedules • Participation in NH ALPs • Access to Learning & Performance • Developing a Portfolio • Template • Content Area Learning Progressions • Scoring Information & Achievement Level Descriptors • Resources & Contacts

23. NH ALPs 2012 – 2013 Portfolio Template –Our Guide for the Rest of the Day • Portfolio Validation Form • Decision Making Worksheet 2012 -2013 • Parent/Guardian Portfolio Review Statement • Informed Consent To Use Portfolio Materials For Educator Training Purposes • Summary Description Of Student Access To Learning And Performance • Reading Content Area • Writing Content Area • Mathematics Content Area • Science Content Area

24. Portfolio Validation Form • Completed after compilation of the portfolio has been completed. • Signed by team participants • Certifies that: 1. The student’s work evidence in this portfolio accurately reflects typical instructional programing directed toward the specified standards. 2. The student named above is the primary author of the work samples presented in this portfolio. 3. Each work sample presented in this portfolio is authentic and was ethically generated.

25. Decision Making Worksheet • Completed by the IEP team • Documents that the student meets the criteria to participate in the New Hampshire Alternate Learning Progressions Assessment rather then completing the NECAP with or without accommodations.

26. Parent/Guardian Portfolio Review Statement • Documents that the parent or guardian has had a chance to review and to comment upon this collection of student work. • If the school is unable to obtain parent/guardian review of the portfolio and signature, the school must document all attempts to obtain this review and a school representative must sign this document.

27. Informed Consent To Use Portfolio Materials For Educator Training Purposes • This document is not consent to complete the assessment. That decision is made and documented during the IEP meeting. • The parent may choose to grant permission for use of paper products, pictures, and videos or may choose to not give consent for use of materials for training purposes.

28. Student as Author – The Critical Role of Access To Learning, Communication & Performance • What does “independent performance” mean for students who participate in this Alternate Assessment? • Directive Prompts violate the learning construct that we are trying to measure. No credit can be earned when directive prompts are used. • Supportive prompts allow students to show personal authorship of standards-based tasks. Students can earn credit when supportive prompts are used because the constructs being tested are honored and demonstrated. • Communication must be in place before effective supports can be identified and accurate assessment can occur. • Matching Access Support to Content: Resources

29. Summary Description of Student Access to Learning and Performance • To obtain the summary description you must complete the online Access to Learning & Performance Inventory. • Chapter 2 of the Administration Manual focuses on the three main sections of the NH Access to Learning & Performance Inventory and Resource Guide.

30. NH ALPs Access to Learning &Performance: Inventory and Resource Guide 3 Main Parts: • The Inventory: Creating the Student Profile • Resource Guide, Section A: Modes of Learning • Resource Guide, Section B: Communication & Performance • Appendix:The Tools for the Trade Guide

31. The Access to Learning & Performance Inventory Passwords are given to NH teachers through the NHDOE “single sign-on” system at: https://my.doe.nh.gov -You may need to ask your district’s i4see administrator to assign you rights to the NH ALPs Inventory, or contact the NH DOE help desk at i4see.help@doe.nh.gov For each student, one team member collects, organizes and enters the access data. This process requires team collaboration. Different educators have different parts of the access picture. Student access needs for learning, communication & performance supports are often different for Language Arts than for Mathematics.

33. 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.

36. The Inventory, continued... • 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.

41. Resource Guide, Section A: Modes of Learning • Helps inform the choice and use of instructional methods and materials to enhance student learning – • The Receiving and Making Meaningof information. Modes of Learning Resource Guide Section A:

42. Resource Guide, Section B Modes of Communication & Performance • Helps establish effective and appropriately matched supports, • Empowering the student to communicate and demonstrate what he or she has learned. Modes of Communication & Performance Resource Guide Section B:

43. Evidence to Collect • Reading • Math • Writing • Science

44. 2 Required Reading Task Entries • Informational Text: a text that provides facts, ideas, and principles that are related to the physical, biological, or social world; classified as non-fiction text. • Literary Text: any fictional text

45. Matching Texts to Readers • Task Entry Cover Sheet • Acceptable Methods of Leveling Text • Reading Recovery • Benchmark Assessment System or Guided Reading by Fountas and Pinnell • Developmental Reading Assessment (DRA) • Reading A-Z • Resources for leveling text • Reading specialists in your district • Scholastic.com “book wizard” • Fountas and Pinnell leveling books: • The Continuum of Literacy Learning PreK-8 • Leveled Books K-8 • Coaching Sessions

46. Text Level Determines Challenge Level • Teams must identify appropriate text level for students- where students can simultaneously read fluently and make meaning from the text (recommended around 90%, not required) • Text leveled according to ONE method from Book Level Equivalency Chart provided • Text Level corresponds to Challenge Level • Challenge Level determines standards being assessed across the 4 progressions • Two text types can have different text/challenge levels

47. ReadingEvidence Collection Documentation • Reading Assessment Cover Sheet • Literary Text Required • Reading Task Entry Cover Sheet Literary Text (with sub-level of text indicated) • Video of Literary Text Task Supplemental • Copy of Text Passage with running record of accuracy, with annotations, or miscue analysis • Written Transcript or captioned portions of video that are difficult to understand

48. Reading Content Area continued… • Informational Text Required • Reading Task Entry Cover Sheet Informational Text (with sub-level of text indicated) • Video of Informational Text Task Supplemental • Copy of Text Passage with running record of accuracy, with annotations, or miscue analysis • Written Transcript of audio portions of video that are difficult to understand

49. 5 Challenge Levels • Emergent • Beginning • Transitional • Intermediate • Advanced

50. “Standard as written”- terminology used in the standards • “All”, “Most”, “Range”, plural language, and “Strategies” means more than one as it refers to the skill in the standards. (Note: Emergent challenge level - requires only one strategy as there is only one line of text at this level. Refer to Metacognitive Strategies Chart for more information on ‘strategies’) • “Pairs” as used here means plural and requires minimum of two (2) pairs, (vs. ‘Pair’ = 1 pair) • Commas (,) are treated as ‘OR’ (i.e. match, produce, compare) , requires a only one (1) of these, • (PA) Phonological Awareness means using letter sounds only – (in the absence of print)…. THIS IS ONLY IN ONE STANDARD, P4 EMERGENT LEVEL • Grade-level high frequency words means words that occur often or most frequently in language used at a given text level, • Grade-appropriate words - here means words that are not considered “high frequency” at a given text level, but are, nonetheless, appropriate to the attempted challenge level of the text,