NH NECAP Workshop Final May31

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New England Common Assessment Program New Hampshire Workshop: Transitioning from NHEIAP to NECAP May/June, 2005

New England Common Assessment Program: 

New England Common Assessment Program It started because we need to respond to No Child Left Behind… and it became a shared vision of high standards and quality assessment. This is the New Hampshire story.

Workshop Goals: 

Workshop Goals Prepare schools to administer the NECAP Test Be knowledgeable about the NECAP timeline Understand how to plan and implement test accommodations Know how to access available GLE support materials Know how to access and use available NECAP practice tests and resource materials

Agenda: 

Agenda Workshop Introduction Practice Tests NECAP General Information Testing Environment Timeline of Events Student Demographics NECAP Accommodations GLE Support Questions and Answers

Practice Tests for all grades and Tips for Students: 

Practice Tests for all grades and Tips for Students Practice Test Grade 3

Policies for Student Support Materials: 

Policies for Student Support Materials Mathematics Policies Provide for necessary tools and reference sheets Use a calculator when it does not interfere with the construct being measured Reading Policies Allow for note taking while reading the passages via margin notes, Post-its, or scratch paper Writing Policies Provide for necessary materials for students to be able to produce first-draft quality writing sample

Prior to Testing: 

Prior to Testing Prior to testing teachers should familiarize themselves and their students with the following: Practice Test and Test Construction Tips for Students Sheet Mathematics Reference Sheet Calculator Policy Scoring Rubric for writing at grades 5 and 8

Administrative GuidelinesMathematics: 

Administrative Guidelines Mathematics NECAP Testing Time: Un-timed but not Unlimited Accommodations: For all students Calculator Use: 2 Sessions at all grade Levels May read a single word at student request NHEIAP Testing Time: Unlimited Accommodations: For all students Calculator Use: only at grade 10

NECAP Operational Test DesignMathematics (Grades 3-4): 

Common Score Points: 65 Test Sessions: Three 45-minute Sessions with 100% additional time without an accommodation NECAP Operational Test Design Mathematics (Grades 3-4)

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Common Score Points: 66 Test Sessions: Three 45-minute Sessions with 100% additional time without an accommodation NECAP Operational Test Design Mathematics (Grades 5-8)

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Administrative Guidelines Reading (Grades 3 – 8) NECAP Testing Time: Not timed but not Unlimited Accommodations: For all students NHEIAP Testing Time: Unlimited Accommodations: For all students

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Test Sessions: Three 45-minute Sessions with 100% additional time without an accommodation NECAP Operational Test Design Reading (Grades 3-8)

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Administrative Guidelines Writing (Grades 5 and 8) NECAP Testing Time: Un-timed but not Unlimited time Accommodations: For all students, writing test may be read to students (C-4) Resources are not allowed – will be scored as a first draft May read a single word at student request NHEIAP Testing Time: Unlimited Accommodations: For all students Resources: Dictionary/Thesaurus allowed

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Test Sessions: Two 45-minute Sessions with 100% additional time without an accommodation NECAP Operational Test Design Writing (Grades 5 and 8)

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NECAP Writing Content Clusters Structures of Language Response to Text Literary Informational Narrative Informational Reports Persuasive Conventions

Planning Box: Response to Text: 

Planning Box: Response to Text

Reading Sample Item Grade 3: 

Reading Sample Item Grade 3 Read these lines from “Ant’s Journey”. Scurry now, No time to waste, Hurry up, I’m making haste. What does the word scurry mean? A. rush B. walk slowly C. skip D. climb up

Alignment to Reading GLEs: 

Alignment to Reading GLEs Key: AR-2-2.1 (use context) Item Type: MC – related to passage Alignment to GLE R-2-2.1: Students identify the meaning of unfamiliar vocabulary by… Using strategies to unlock meaning (e.g., knowledge of word structure or context clues) Depth of Knowledge: Level 2 - Use context cues to identify the meaning of unfamiliar words

Sample Writing C-R Item Grade 5: 

Sample Writing C-R Item Grade 5 W-4-3: Response to Literary Text Passage - “Knoxville, Tennessee” Read the poem then write a paragraph describing the speaker’s feelings about summer. Use details from the poem in your response. End of grade 4 Writing GLEs are used to assess students in fall of grade 5.

Alignment to Writing GLEs: 

Alignment to Writing GLEs Alignment to GLEs W–4–3.1: In response to literary text students make and support analytical judgments about text by… Stating and maintaining a focus (purpose) when responding to a given question W–4–3.2: In response to literary text students make and support analytical judgments about text by… Making inferences about content, events, characters, setting, or common themes W–4–3.3: In response to literary text students make and support analytical judgments about text by…Using specific details and references to text to support focus Depth of Knowledge: Level 2 – Developing text which may be limited to one paragraph; Using simple organizational strategies to structure written work (e.g., basic paragraph form: indenting, main idea, supporting details; simple

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Level 1 Recall Level 2 Skill/Concept Level 3 Strategic Thinking Level 4 Extended Thinking From the work of Norman Webb Depth of Knowledge Levels

Classroom Environment: 

Classroom Environment “Students should not be advantaged or disadvantaged because of materials and/or information that is in the room in which they are taking the test.”

Timeline – April 2005/May 2005: 

Timeline – April 2005/May 2005 April- Review the GLE CDs sent to each school Select a building coordinator to work with the district test coordinator Register the building/district coordinator for NH-NECAP Workshop Consider setting up a Test Accommodation Decision Team for students who are not covered under an IEP or 504 Plan. This team can build upon your existing structures. May- Locate NECAP Practice Tests and related support materials on-line Locate NECAP Accommodations Guidelines and Procedures document on-line School building test coordinator/district coordinator should: Attend NHEIAP to NECAP Transition Workshop Present NECAP update at a faculty meeting including resource materials available on http://www.necompact.org Review accommodations with NECAP building level Test Accommodation Decision Team

Timeline – June 2005: 

Timeline – June 2005 June- Record accommodation recommendations with students’ records Review student demographic data collection plan Inform teachers of the September Test Administration Workshop dates. (See Schedule) Submit anticipated enrollment numbers and special needs, per school, such as Braille and large print tests to Measured Progress Review Alternate Assessment training and administration timelines with SPED Directors

Timeline – August/September: 

Timeline – August/September August- Confirm school enrollment and request large print / Braille tests on iservices.measuredprogress.org Register for Test Administration Workshop using iregister.measuredprogress.org Locate Test Coordinator and Test Administration Manuals on line Update new faculty on test administration policies and procedures Attend Test Administration Workshops (See Schedule) September- Test Administration Workshops (See Schedule) Meet with teachers that will be administering the test to schedule the following: review of student accommodations collection of student demographic data administration of the NECAP Practice Test discussion about setting up the school/classroom for testing review of the Test Administration Manual including security procedures Count materials received and review for sufficient numbers

Timeline - October: 

Timeline - October October- Distribute materials to teachers using established security procedures Administer NECAP Tests Schedule make-up tests Collect and count secure materials prior to return to Measured Progress Certify (school principal) the accuracy of information and all secure materials returned

Student Demographics: 

Student Demographics It is critical to have accurate student demographic data. Accountability reports and assessment reports are based on the data that you provide. To assist you we have provided: Data Glossary NECAP Student Demographic Data Elements Worksheet

Accommodations: 

Accommodations If the NECAP test already incorporates Universal Design principles do we still need to think about accommodations? What questions guided the policies about NECAP accommodations? Who is eligible for testing accommodation? What does a school need to do to prepare teachers? What information and guidance will be available?

Accommodations: 

Accommodations NECAP incorporates Universal Design principles. Universal design opens the door to ways to rethink assessments so that we can find better ways to let kids show us what they really know. The assessment itself should reveal what kids know and not present unnecessary barriers. Universal design challenges us to enter into a long term process of rethinking and improving the ways we create national, state, and district assessments so that they give a more accurate picture of what all students know and can do. New Hampshire has accepted this assessment challenge to better support educators to focus on the critical target of providing universally designed standards-based instruction.

One reason we need Universal Design:: 

One reason we need Universal Design: Original mathematics task, before Universal Design Amy, Eric, and Kayla decide to share a pie that costs $7.50. The 3 friends will split the cost of the pie equally. Eric used his calculator to find how much each of them should pay. The calculator display shows Eric’s answer.4.5 Eric got $4.50 for an answer. Is $4.50 a reasonable answer?  In the box below, explain why you think Eric’s answer is or is not reasonable. Sample mathematics task, revision without calculator Three friends buy a pie for $7.50. They split the cost of the pie equally. Your classmate says, “Each friend should pay $4.50. ”Should each friend pay $4.50? Explain why or why not. Sample mathematics task, revision with calculator Three friends buy a pie for $7.50. They split the cost of the pie equally. Using a calculator, your classmate calculates that each friend pays 2.5. Is your classmate correct? Explain why or why not.

A Better Reason for Universal Design:: 

A Better Reason for Universal Design:

Accommodations: 

Accommodations A test developed with Universal Design is the start. Some students, however, still need help to overcome some individual non-academic limitation so that they have a fair chance to take the test. Some students need glasses. But glasses are so common that we no longer even call them accommodations. Some students need accommodations we are just beginning to understand.

Accommodations : 

Accommodations What accommodations should be available to students so that test items can be accessed without providing an advantage? What guidance can be provided to teachers so that accommodations are understood and effectively implemented? These questions guided the decisions about accommodations:

Accommodations: 

Accommodations Who is eligible for testing accommodation? All students.

Accommodations : 

Accommodations The criteria for a testing accommodations is that the student will not be able to demonstrate what he/she knows without this accommodation. Accommodations do not change what we expect students to know and be able to do. Test accommodations are an individual student decision; they are not for the use of an entire classroom or category of students. They should not give students unfair advantages, rather they are meant to remove barriers that may exist due to a student’s learning style or disability.

Accommodations: 

Accommodations A school NEEDS to: Support classroom teachers through the accommodations decision-making process. Establish Accommodation Decision Teams to make appropriate accommodation choices for students and understand what consequences, if any, are attached to their decisions. Many schools already have these teams. Standardize the accommodation administration process and plan the resources necessary for large-scale implementation. Ensure that the students’ records include the decisions made to inform both current instruction and future educational planning.

Accommodations: 

Accommodations To begin, teachers should ask themselves: “What will keep my student from demonstrating what he/she can do? My student does well in mathematics, but struggles with reading. In the classroom we use a study-buddy to read to him/her.” A read-aloud accommodation might be useful… The teacher discusses this with an Accommodation Decision Team to determine if this is appropriate. The team decides that what, if any, accommodation is appropriate and the recommendation is noted in the student’s records.

Accommodations: 

Accommodations Accommodation plans should be evaluated in light of the student’s performance in the classroom. Students’ IEPs and 504 plans should also be reviewed. Example: The IEP states that all tests will be read out loud to the student. The student has demonstrated that he/she is able to read some materials independently. The Accommodation Decision Team decides that because reading the reading section is a non-comparable accommodation and will result in a minimum score, they will recommend that the student try to read the reading section on his/her own. The parents agree.

Accommodations: 

Accommodations Schools should begin this school year to systematically develop a process for recommending appropriate accommodations for all students who need them. New This Year: Expanded information and guidance on planning, choosing and using accommodations is available on the Department Website in the form of a printable manual called: NECAP Accommodations, Guidelines and Procedures: Administrator Training Guide Also New This Year: Tips for Students A one page printable document: Tips for Students available to assist all students and teachers, whether or not they use accommodations, to show their best performance on the NECAP test. Visit: www.ed.state.nh.us

GLE Support: 

GLE Support Teacher Support Materials for Grade Level Expectations Welcome to the New England Compact’s Professional Development site. The goal of this site is to provide teachers in New Hampshire, Rhode Island and Vermont with support materials for using grade level expectations (GLEs)* in the classroom. The GLEs can guide teachers in order to better understand what material students can expect to see on the NECAP state assessment. Please remember that the GLEs are not a full curriculum – each state also has grade level expectations that are assessed at the local level, and teachers must be sure that the curriculum they use covers all areas. Reading and Writing GLEs and Support Materials Mathematics GLEs and Support Materials

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GLEs and Curriculum New Hampshire Proficiency Standards played a central role in the development of the GLEs. GLEs will be serving as an assessment framework not a curriculum framework. Keep in mind that the GLEs are not rich enough in content to serve as a curriculum framework. It is best if your district includes the local GLEs when developing your curriculum. The GLEs will allow you to clearly see expectations for all students at the end of each of grades 2 - 8. The GLEs will provide the basis for developing test blueprints for the 2005 - 2006 state assessment.

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GLEs and Curriculum District Curriculum State Frameworks

Resources:: 

Resources: Websites: New Hampshire Department of Education www.ed.state.nh.us Educators and Administrators Curriculum and Assessment NECAP Iservices.measuredprogress.org for enrollment numbers Iregister.measuredprogress.org to register for workshops http://www.necompact.org for GLE support www.gmpdc.org Greater Manchester Professional Development Center Department Staff: Tim Kurtz tkurtz@ed.state.nh.us Gaye Fedorchak gfedorchak@ed.state.nh.us Rich Andrusiak randrusiak@ed.state.nh.us Linda Stimson lstimson@ed.state.nh.us