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Update Training 2012-2013

Update Training 2012-2013. 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

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Update Training 2012-2013

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  1. Update Training2012-2013

  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. Changes this year Big Changes • Test Window Dec 3-May 17th • UPS pick up May 31st- MP coordinates • Updated manual and template available online only • Exemptions added to SASC form • Student report has more information to guide instructional decisions • Minor format/wording changes to template

  5. Evidence Collection December 3rd -May 17th UPS pickup is May 31st

  6. Student Registration • 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

  7. The NH ALPs Administration Manual Available Online • Participation in NH ALPs • Key Dates & Training Schedules • Access to Learning & Performance • Developing a Portfolio: Checklists • Updated Template • Content Area Learning Progressions • Scoring Information & ALDs • Resources & Contacts

  8. NH Access to Learning &Performance Inventory • Still located at www.my.doe.nh.gov • Use your single sign-on username and password • Same form • Print summary and submit with portfolio • To 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

  9. % Proficient or above- All Grades2011-2012 Comparison

  10. Common Procedural Errors • The academic task given to student did not sufficientlymatch the content standards being assessed. • Limited evidence of student authorship was evident from the work sample For 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 Prompts • Access Guide to Student Learning and Performance

  11. Reading: required Evidence Collection Documentation Reading Assessment Cover Sheet Required: 2 Videos for 2 Tasks Required: Literary Text Entry Cover Sheet Required: Informational Text Entry Cover Sheet

  12. Reading: supplemental evidence documentation 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

  13. Resources for Support: • District Trainers have videos • Allyson 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

  14. NH ALPs Reading AssessmentComparison % Proficient or above by gradeALL STUDENTS TESTED

  15. NH ALPs Reading AssessmentComparison % Proficient or Above by GradeOF THOSE THAT PASSED TASK LEVEL REVIEW

  16. 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.

  17. Student Reading performance rose, dramatically! When the Reading task matched the stated content standard, and the student successfully showed authorship of just one standard in each progression… This meant student was demonstrating the whole reading process not just isolated skills.

  18. NH ALPs Reading AssessmentComparison % Proficient or above by gradeOF THOSE THAT SCORED AT LEAST 1 POINT IN EACH PROGRESSION

  19. Writing: Required Evidence Collection Documentation Required: Writing Assessment Cover Sheet Required: Videos for 3 Tasks Required: 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

  20. 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

  21. 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.

  22. Writing Test Administration Procedural Errors 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.

  23. 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.

  24. 2012 NH ALPs Writing Scores % of Students Proficient or Above by Grade Level

  25. Math :Required Evidence Collection Documentation Required: Mathematics Assessment Cover Sheet Required: Video for 4 Tasks Required: Concepts of Rational Numbers Cover Sheet Required: Operations Cover Sheet Required: Equality Cover Sheet Required: Patterns and Change Cover Sheet

  26. 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

  27. 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).

  28. NH ALPs Mathematics AssessmentComparison % Proficient or above by gradeALL STUDENTS TESTED

  29. NH ALPs Mathematics AssessmentComparison % Proficient or Above by GradeOF THOSE THAT PASSED TASK LEVEL REVIEW

  30. 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.

  31. Student Mathematics performance rose, dramatically! When the Mathematics task matched the stated content standard, and the student showed authorship of just onescorable unit in each progression… This meant student was demonstrating the whole mathematics process not just isolated skills.

  32. NH ALPs Mathematics AssessmentComparison % Proficient or above by gradeOF THOSE THAT SCORED AT LEAST 1 POINT IN EACH PROGRESSION

  33. 2 Required Science Task Entries • Grade 4– Life Science and Earth/Space Science • Grade 8 – Earth/Space Science andPhysical Science • Grade 11– Physical Science and Life Science

  34. Grade 4 Science: required Evidence Collection Documentation Grade 4: Life Science & Earth-Space Science Required: • 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

  35. Grade 8 Science: Required Evidence Collection Documentation Gr. 8: Earth-Space Science & Physical Science Required: • 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

  36. Grade 11 Science: required Evidence Collection Documentation Gr. 11: Life Science & Physical Science Required: • 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

  37. Science: supplemental evidence documentation (ALL GRADES) • 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

  38. 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.

  39. 2012 NH ALPs Science Scores % of Students Proficient or Above by Grade Level

  40. 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.

  41. Review: Naming and Organization ofVideo Files ALL 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.6789 Math.Operations.Nicole.6789 Writing.Expressive.Nicole.6789 Science.Life.Amy.9999

  42. Common VIDEO Errors • Video file only saved as a project file • Video file with no coding language embedded for media player to read • Corrupt files • File name extension missing • Unacceptable video formats submitted • Evidence submission from multiple years. Only current year evidence should be submitted on the thumb drive. • See Policy Regarding Video Files That Cannot Be Opened

  43. How NH ALPs fits intoCurriculum, Instruction and Assessment within the IEP process

  44. NH ALPs is not an “add-on” but an integral part of the Curriculum, Instruction, and Assessment triangle

  45. Curriculum Common Core State Standards Alternate Learning Progressions Standards-based IEP Goals Symbolic Language Multi-modal Communication Speaking Listening Reading Writing Instruction Universal Design Multi-tiered Instruction Assessment Formative/Progress Monitoring Summative EFFECTIVE & EFFICIENT COMMUNICATION SYSTEM 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

  46. 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 CCSS • How it fits into the IEP? - annual academic goals and objectives

  47. Example of Annual Reading Goal Annual Reading Goal: Using both informational and literary text types, Sally Student will successfully engage in the integratedprocess 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

  48. Examples of Reading Objectives Objectives: • 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% accuracy • 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. • Sally will use text references to retell at least 3 major story elements or explain 3 facts that have been learned. • Sally will use at least 2 references from the text to explain inferences, predictions, and conclusions about the text.

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