Test Administration Training2012-2013

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• No student-specific questions in this format• This presentation, audio included, is being

recorded and will be archived for later reference. 2

What you need for today…NH ALPS Administration Manual 2012-2013• Found 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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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

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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.

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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.

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What is a Learning Progression?

Learning Progressions describe how we expect students’ knowledge and skills in one content area will develop over time. Each learning progression represents a 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.

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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.

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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.

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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.

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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 11

During 2012-2013 for Students

Assessed through the NH ALPs in

Grade:

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

What Content Areas Are Assessed?

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When Are Students Assessed?

Evidence Collection PeriodDecember 3, 2012 –

May 17, 2013

UPS Pick-up on Friday, May 31, 2013 13

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.

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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

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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

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Putting It All Together!

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NH ALPs Website

•www.measuredprogress.org•Click on “clients” at the bottom of the page

•Find NH license plate•Click on NH Alternate Assessment

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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

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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 Professionals20

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 21

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 22

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

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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.

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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.

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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.

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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.

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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

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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. 29

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

NH ALPs Access to Learning &Performance: Inventory and Resource Guide

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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.31

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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 the clearest, strongest paths of access to learning for a specific student.

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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.

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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 Meaning of information.

Resource

Guide

Section

A:

Modes

of

Learning

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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.

Resource

Guide

Section

B:

Modes of Communication

& Performance

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Evidence to Collect• Reading• Math• Writing• Science

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2 Required Reading Task Entries

1. 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.

2. Literary Text: any fictional text

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Matching Texts to Readers• Task Entry Cover Sheet• Acceptable Methods of Leveling Text

1) Reading Recovery2) Benchmark Assessment System or Guided Reading by Fountas and

Pinnell3) Developmental Reading Assessment (DRA)4) 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 Sessions45

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

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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 TaskSupplemental– 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

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Reading Content Area continued…

• Informational TextRequired– Reading Task Entry Cover Sheet Informational Text

(with sub-level of text indicated)– Video of Informational Text TaskSupplemental– 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 understand48

5 Challenge Levels

• Emergent• Beginning• Transitional • Intermediate• Advanced

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“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, 50

Terminology continued…

• “Variety” means three (3) or more,

• “Recognizing” can be considered to mean ‘naming’ or clearly choosing from an array of options,

• “Or” requires demonstration of either one or the other connected by the word “or” (one is required)

• “And” requires demonstration of both (all) elements connected by the word “and”

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Reading Learning Progressions

• 4 Learning Progressions for Literary • 4 Learning Progressions for Informational

1. Letter/Word ID2. Structure of Text & Story3. Initial & Literal Understanding4. Analysis & Interpretation

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Matching Symbols

• When you see standards that are preceded with matching symbols, it means that demonstration of the standard with a symbol on the top automatically credits the standard with the matching symbol below it.

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Clarifications

• Clarification boxes explain scoring rules for specific standards

• Bold words in brackets give specific directions that the test administrator must be aware of

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Listening Comprehension & Text• Some standards through the beginning level

can be demonstrated through Listening Comprehension marked as (LC)

• Text is defined as: A sequenced non-auditory visual or tactile code, which conveys meaning.

• Associated “conventional” writing symbols (written or brailed) must be paired with any picture or object-based communication symbols.

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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

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Common General Procedural Errors

1. The academic task given to the student did not sufficiently match the content standard(s) being assessed

2. Limited or no evidence of student authorship. 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

Mathematics Learning Progressions

4 Progressions= 4 Tasks1. Understanding Rational Numbers2. Solving Problems with Operations3. Equality4. Patterns and Change

• Challenge Levels• Sub-Levels

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Mathematics Content AreaEvidence Collection Documentation

Mathematics Assessment Cover SheetUnderstanding Rational Numbers

Required• Understanding Rational Numbers Task Entry Cover

Sheet• Video of Understanding Rational Numbers TaskSupplemental• Copy of any paper products used/produced to support

demonstration of standards as viewed in the video• Written Transcript of audio portions of video that are

difficult to understand59

Mathematics Evidence Collection continued…

Solving Problems with OperationsRequired• Solving Problems with Operations Task Entry Cover

Sheet• Video of Solving Problems with Operations TaskSupplemental• Copy of any paper products used/produced to support

demonstration of standards as viewed in the video• Written Transcript of audio portions of video that are

difficult to understand

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Mathematics Evidence Collection continued…

EqualityRequired• Equality Task Entry Cover Sheet• Video of Equality TaskSupplemental• Copy of any paper products used/produced to

support demonstration of standards as viewed in the video

• Written Transcript of audio portions of video that are difficult to understand

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Mathematics Evidence Collection continued…

Patterns and ChangeRequired• Patterns and Change Task Entry Cover Sheet• Video of Patterns and Change TaskSupplemental• Copy of any paper products used/produced to

support demonstration of standards as viewed in the video

• Written Transcript of audio portions of video that are difficult to understand

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How to Read the Progressions

• The Mathematics progressions are meant to be read as one complete sentence. When you read the Mathematics progressions in this way, you find that every Mathematics “sub-level” becomes one defined assessment task.

• This sentence starts with the Tower Stem located at the top of each progression, and then continues as you read from left to right across the entire progression at the chosen challenge level.

• For example, in the Understanding Rational Numbers Progression, you would begin by reading the stem, continue down to the appropriate Challenge Level for your student (Emergent), and then choose the appropriate Sub-Level (4) and continue reading across. The sentence begins with the tower stem (in quotes below), and proceeds from there, as follows:

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How to Read the Progressions cont.• “Using models, explanations, or other representations student

demonstrates conceptual understanding of… A) numbers 0 – 20, and B) ½ as fair share.... • ....and A1) compares two collections deciding how much

bigger/smaller; A2) demonstrates that to count a collection each object must be touched or “included’ exactly one as the numbers are said; A3) the numbers must be said in the conventional order (no skips/no duplicates); A4) the last number said tells ‘how many’ in the whole collection, it does not describe the last object touched. (counting principles); & B1) shares a quantity (1 – 20) of objects evenly.

• In this case there are 5 scorable units (A1, A2, A3, A4, B1). Scorable units within the Mathematics progressions are always indicated by a number (1, 2, 3, etc..) or alpha numeric code (A1, B2, C1, etc.). 64

• Scorable units A1, A2, A3, A4 need to be demonstrated using whole numbers 0 – 20 as indicated by letter A in the first column.

• Scorable unit B1 is linked to letter B (1/2 as fair share) also stated in the

first column, so the student would have to demonstrate the concept of “fair share” using a quantity between 1 – 20.

• Letters without a number indicate the concept that needs to be demonstrated through the scorable units. In this example, the letters “A” and “B” alone in the first column show you there are 2 concepts of tested in this task: Concept A, and Concept B. It is the A1, A2, A3, A4, and B1 that actually tell you what exact performance the scorable units require of the student. The number of scorable units within a sub-level, with the associated academic standards we are measuring, can be located in the far right hand column of each progression.

How to Read the Progressions cont.

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Terminology Used in Mathematics Progressions

The words used in the content standard “as written” are very important. In addition to the wording interpretation guide below, the definitions provided in NH ALPs Master Glossary provide an additional reference to help clarify the meaning of the words used in the standard.

Interpreting the Mathematics Content Standards “as written”:

• “Multiple” requires demonstration of three (3) or more unless standard permits less.

• “Quantity” requires demonstration of how many or an amount.

• “Magnitude” means demonstration of quantity NOT size.

• “Or” requires demonstration of either one or the other connected by the word “or” (minimum of one is required).

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Terminology Cont.• “And” or the use of “&” when shown within the Stem concept

or when shown between standards (scorable units) is meant to be read as a complete mathematical sentence. Students should demonstrate as many standards (scorable units) as possible within the mathematical sentence.

• “And” or the use of “&” within a scorable unit requires demonstration of both elements connected by the word “and” for credit to be earned.

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Terminology Cont.• “/” is treated as an indication that each choice separated by the “/” must

be offered to the child. (i.e. identify objects which are bigger, /smaller, /about the same. Point is to see child making the comparison and choice among all of these specified alternatives. The “/” in Patterns and Change, Emergent, sub-levels 1, 2, & 3 will be an exception. For these three sub-levels the “/” will mean “or” as it refers to ―sounds/movement and colors/textures.

• Commas in a series with no other connecting words are treated as an OR statement, as follows:

• “bigger, smaller, same”- the commas will be treated as “bigger or smaller or same”

• Commas in a series with other connecting words is treated as the connecting word implies, as follows:

• “bigger, smaller, and same”- the commas will be treated as “bigger and smaller and same” 68

How to document the MathematicsChallenge Level and Sub Level Chosen

UNDERSTANDING RATIONAL NUMBERS TASK ENTRY COVER SHEET• Student Name:• SASID:• Video File Name________________________________________

(mathematics.rational.firstname.last4sasid)• Note: A video of up to, but no more than 8 minutes focused on Understanding

Rational Numbers is required for this entry.

• Challenge Level Attempted : This Information Must Be Included Circle ONE: Emergent Beginning Transitional Intermediate Advanced

• Sub-Level Attempted within this challenge level (indicate number): ______

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Mathematics Procedural Errors

1. Work sample evidence did not demonstrate all of the written parts of the scorable unit. (For example, the task had the student do part a & b, but did not demonstrate part c when all 3 were required by the “standard as written”. In a standard written this way, the student was required to demonstrate all 3 components to get one scorable unit (i.e. tables & sequences).

2. Tasks were not structured in such a way that allowed the student an opportunity to successfully demonstrate standard(s). The most frequently seen examples include-

– Number stories mean word problems not just equations.– Range of #s increases as the progressions increase. When number

parameters are given, students must demonstrate numbers beyond the previous level in order to receive credit for scorable units.

– Understanding various types of patterns (repeating, growing numeric pattern, non-numeric growing pattern,)

– E1 & E2 are not valid choices for Equality – they don’t exist in the Equality progression

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Definition of Writing

The creation of a visual or tactile coded representation that can be left behind in the absence of a receiver. This involves an active encoding of symbols, pictures, and objects for the purpose of communications.

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3 Required Writing Task Entries

1.Expressive Writing: Writing that tells a story or recounts a personal experience, that may be structured as a narrative, or as a poem.

2. Informational Writing: Writing that includes facts for the purpose of informing the audience, including persuasive, reports, and procedures.

3.Response to Text Writing: Writing done specifically to reflect upon, respond to, or analyze the format of another piece of writing or text.

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Writing Content AreaEvidence Collection Documentation

Writing Assessment Cover SheetExpressive Writing

Required • Expressive Writing Task Entry Cover Sheet with challenge

level and writing prompt indicated• Video of Expressive Writing Task

Supplemental• Copies of student writing to support demonstration of

standards as viewed in the video• Written Transcript of audio portions of video that are

difficult to understand

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Writing Evidence Collection continued…

Informational WritingRequired

• Informational Writing Task Entry Cover Sheet with challenge level and writing prompt indicated

• Video of Informational Writing Task

Supplemental• Copies of student writing to support demonstration

of standards as viewed in the video• Written Transcript of audio portions of video that

are difficult to understand

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Writing Evidence Collection continued…

Response to Text WritingRequired

• Response to Text Writing Task Entry Cover Sheet with challenge level and writing prompt indicated

• Video of Response to Text Writing Task• A copy, or summary, of text to which the student is

responding.

Supplemental• Copies of student writing to support demonstration of

standards as viewed in the video• Written Transcript of audio portions of video that are difficult

to understand75

Writing Learning Progressions4 Learning Progressions: 1. Expressive Writing2. Informational Writing3. Response to Text Writing4. Recognizing and Applying Structures of Language (integrated

into each of the three genres above) Challenge Levels: Emergent, Beginning, Transitional, Intermediate, Advanced

3 Genres= 3 Tasks (3 Videos)• For each genre (task), students should demonstrate one standard

in each sub-progression (in each column) at one challenge level• Challenge levels may differ for each genre (task)

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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.

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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.

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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Science Content Area Evidence Collection Requirements

Science Assessment Cover SheetLife Science (Grades 4 & 11 only)

Required• Life Science Task Entry Cover Sheet• Video of Life Science TaskSupplemental• A copy of any paper products used/produced to support

demonstration of standards as viewed in the video.• Written Transcript of audio portions of video that are

difficult to understand

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Science Evidence Collection continued…

Earth/Space Science (Grades 4 & 8 only)Required• Earth/Space Science Task Entry Cover Sheet• Video of Earth/Space Science TaskSupplemental• A copy of any paper products used/produced to

support demonstration of standards as viewed in the video.

• Written Transcript of audio portions of video that are difficult to understand

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Science Evidence Collection continued…

Physical Science (Grades 8 & 11 only)Required• Physical Science Task Entry Cover Sheet• Video of Physical Science TaskSupplemental• A copy of any paper products used/produced to

support demonstration of standards as viewed in the video.

• Written Transcript of audio portions of video that are difficult to understand

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How to Document Science Challenge Level, Sub-Level, and Column ChosenChallenge Level Attempted THIS INFORMATION MUST BE INCLUDED

Circle ONEEmergent Beginning Transitional Intermediate Advanced

(Use the same challenge level for both content and process skills in this sample.)

THIS INFORMATION MUST BE INCLUDEDIndicate the one(1) Earth Space Science Content ALPs code attempted (Example: B1A – B – challenge level – 1- Sub-level - A – column letter) 1.

THIS INFORMATION MUST BE INCLUDEDYou must choose two (2) Process Skills at the same challenge level to demonstrate Earth Space Science Content. Indicate the two (2) Process Skills ALPs codes attempted (Example: BPS5 – B – challenge level – PS – process skill – 5 number given to chosen skill), BPS18 – B – challenge level – PS – process skill – 18 number given to chosen skill) 1. 2.

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Interpreting the Science Content Standards “as written”:

• The words “And” or “&” when placed between SUs of a standard requires the student to demonstrate one SU OR the other SU, demonstration of both is NOT necessary to receive credit for one or the other. However, when the word “and” is used to connect elements INSIDE a single scorable unit of a standard, then both elements linked by the word “and” ARE required, (i.e. “student must match, produce, and compare”) requires demonstration of all elements in the group connected by the word ‘and’ are required before credit can be earned for this scorable unit. Demonstration of only one is not sufficient for credit when a scorable unit is written this way.

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Terminology cont.• “Or” - when used to link a group of elements within a scorable unit,

requires the student to demonstrate either one or the other element that is connected by the word ‘or’ (minimum of one is required).

• “Describe” means using an effective communication method, student gives an account of someone or something, including relevant characteristics, qualities, or events. Demonstration of the Process Skills will show full breadth of student’s knowledge, allowing scorer to give credit for all scorable units.

• For Example: Earth-Space Science (E3D) “ Describe the Sun as a star. (1 SU) (S:ESS2:4:1.2)”

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Terminology cont.• “Explain” means to define; expound; to offer reasons for or a cause of;

justify and make an idea clear using your own words or through use of a valid communication system. Demonstration of the Process Skills will show full breadth of student’s knowledge, allowing scorer to give credit for all scorable units. Examples include describing causes, effects or relationships; or identifying steps in a process.

• Specific Examples found in Science standards include: • “Explain what happens when heat is applied to an ice cube;” or • “Explain how falling water can be used to produce electricity;” or • “Explain the stages (steps) an open field goes through over time to

change into a forest.”• Sample Standard:• Earth-Space Science (E2D) “Explain that people should not look directly

at the Sun because it is dangerous and may cause injury to the eye (1 SU) (S:ESS2:2:4.3) ”

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Terminology cont.• “Sort or Classify” at Emergent or Beginning Challenge Levels

means defined and /or structured templates are provided by teacher. The term “Sort” is the preferred term for earlier challenge levels.

• “Sort or Classify” at Transitional, Intermediate, and Advanced Challenge Levels requires the student to demonstrate more independent sorting and classifying behavior - with more student initiated categorizations beginning at Transitional Challenge Level. The term “classify” is usually the preferred term at higher challenge levels. (See also ‘Open Sort’ below.)

• “Open Sort” requires the student to determine sorting category independently, working at a higher challenge level, without teacher template sample. Student independence in sorting/classifying increases as challenge levels increase. Open sort is consistent with higher challenge levels.

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Terminology• Words that mean a minimum of at least two (2)

performance instances are required: “all”, “most”, “many”, or other words that use the plural form(s).

• “Pairs” is plural and means more than one pair, requiring minimum of two (2) pairs, (vs. ‘Pair’ = 1 pair.)

• “Variety” means two (2) or more.• Commas (,) when used to link a group of elements, are

treated as ‘OR’ statements – if there are only commas and no words connecting the elements in the group, (i.e. “student must match, produce, compare”). This statement, as written, uses only commas and therefore, requires performance of only one (1) of these elements.

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Terminology cont.• “Recognizing” (a) requires naming or clearly choosing the

correct example from an array of options, Or, (b) demonstrates understanding of specified concept through proper usage.

• “Distinguish” means to differentiate between (See wording of standard for specific distinction intended.) Student must demonstrate that he/she knows the difference between two things, indicating; that which is an example of something, as compared to something else that is not.

• “Precise” means the language used is highly specific in a way that is appropriate to the content being written about. Precise terms for measurement might mean to specify units of inches, feet or meters; etc.

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Science Test Administration Procedural Errors

1. 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. When the attempted standard is written this way, both stated components must be shown. If student performance did not demonstrate both, then credit for the item could not be given.

2. Tasks were not structured in such a way that allowed the student an opportunity to successfully demonstrate standard(s). The most frequently seen example includes- Attributes – singular vs. plural – healthy or unhealthy is one attribute,

magnetic or non-magnetic is one attribute. Student needed to show more than one attribute when the standard stated “attributes”.

3. Required documentation errors. Indication of content skill and process skill inconsistent, incorrect, missing or not valid numbers.

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Video Evidence Collection Guidance• Arrange for equipment needed to complete videotaping of

the assessment. • Become familiar with using the equipment and coordinate

any additional support to aid in the videotaping of the assessment (tripod?)

• Place the equipment in a location where the student, and assessment materials can be seen clearly and without obstructions.

• Videos can be up to 8 minutes in length. Only the first 8 minutes of the video will be viewed and scored. Anything after the 8 minutes will not be viewed or scored.

• The focus on the video should be on the student.

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Helpful Video Hints• It is important that the angle be close enough to see

the answer choices, but not so close that if the student points on the edge of a picture his or her hand cannot be seen. Make sure the student’s body will not block the responses in the angle chosen for taping.

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Helpful Video Hints• Student Responses: Care should be taken to make sure that a

student’s response is as clear as possible. Make sure to clarify unclear responses with the student: -If the student points between two responses, the test

administrator must ask the student to clarify which one he/she is pointing at.

-If a student speaks too softly, the test administrator must ask the student to repeat the answer more loudly.

-If the student does not speak clearly, the test administrator must ask the student to repeat or must restate the response or ask if the restatement is correct.

-If the student speaks one answer and points at another, the test administrator must ask the student to clarify which response he or she is choosing.

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Video Evidence Guidance

• Encouragement During Videotaping: There should be no encouragement that is specific to any of the items or trials. The test administrator should not be indicating that an item has been answered either correctly or incorrectly. Any encouragement that is given to the student should be general. For example, “Keep working,” “I like the way you are looking at the answers,” or “Let’s do one more.”

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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.

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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.

• Label video files: within each content area, by entry, followed by Student first name and last four SASID. For example:

Reading.Literary.Nicole.6789Writing.Expressive.Nicole.6789Math.Operations.Nicole.6789Science.Life.Amy.9999

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Common General Procedural Error3. Submission of incorrect video formats, making them unreadable.

Video file only saved as a project fileVideo file with no coding language embedded for

media player to readCorrupt 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

Review of All Video Requirements

Reading – 2 videos

1- literary1 –Informational

Writing – 3 videos

1-Expressive (Includes Writing Structures of Language)

1-Informational (Includes Writing Structures of Language)

1-Response to Text (Includes Writing Structures of Language)

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Overall Video Requirements continued…Mathematics – 4

1- Understanding Rational Numbers1- Solving Problems with Operations1- Equality1- Patterns and Change

Science – 2Grade 4

1- Life Science1- Earth/Space ScienceGrade 81- Earth/Space Science1- Physical ScienceGrade 111- Physical Science1- Life Science 100

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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Questions

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Support Contacts:Questions? Contact:

Allyson Vignola, Alternate Assessment Coach, at: allysonvignola@hotmail.com, (603) 848-4850; orMarie 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 or other issues? Contact: Santina Thibedeau, NHDoE, Bureau of Special

Education State Director of Special Education Santina.Thibedeau@doe.nh.gov (603) 271-6693 103

NH ALPs ResourcesThe 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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“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)