Since 1997, under state and federal laws, our schools have been required to ensure that all students have access to

learning the NH general education curriculum content, and ensure that

every student is assessed on their progress towards academic

achievement.

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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, and is purposely structured to support, inform, and improve

instruction for these students.2

Welcome to the 2013-2014 NH ALPs Administration Training

AgendaPlease sign Trainee Non-Disclosure Agreement

Introduction to NH ALPs Assessment

Student Authorship

Putting Together the Portfolio- website, manual, template

Access to Student Learning and Performance

Reading Assessment Procedures, Evidence & Samples

Writing Assessment Procedures, Evidence & Samples

Math Assessment Procedures, Evidence & Samples

Science Assessment Procedures, Evidence & Samples

Video Evidence Guidelines

Contact information 3

Non-Disclosure Agreement

The NH Department of Education takes the security of all student information very seriously. This is especially important in the NH

ALPs Assessment as video evidence of student performance is used for professional training. The content provided during training and

on the District Trainer Program discs is confidential. The participant and securer of these trainings and District Trainer Program discs shall not reveal or create a copy in any manner of a student’s or

teacher’s personal information or other confidential information conveyed in presentations, trainings, conversations, visual screen

projections, videos of student performance evidence, documentation within the student portfolio , or any other method.

Please contact Santina Thibedeau, State Director of Special Education, with any questions, concerns, or breech in security. 4

What are Learning Progressions?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 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.5

Why are Learning Progressions Important?

NH Alternate Learning Progressions are built in a way that allows observation of students growth.

Student growth in academic skills can be mapped; last year‟s base is this year‟s starting point.

Learning progressions offer a clear, concise, visual platform to present information to families and educational teams when making instructional planning decisions. 6

Who is Eligible to Participate in the NH ALPs?

A student is eligible to participate in the NH ALPs if the IEP team determines that the student meets all of the following criteria:

1. The student has an IEP.

2. Evidence that the student’s demonstrated cognitive disability and adaptive behavioral skills

prevent her or him from demonstrating achievement of the 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.

3. There is historical data (current and longitudinal across multiple settings) that confirms the individual student criteria listed above.

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Do I have to Register my Student(s) in order to

participate in the NH ALPs?

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Student RegistrationAssessments submitted for students that are identified to participate in NH ALPs but are NOT registered will NOT be

accepted by the state and will NOT be scored.

These assessments will be returned to the

school without a score.

Registration Window March 3rd- 31st , 2014

Details on page 14 of the 2013-2014 NH ALPs Administration Manual

Contact the student’s district SPED Director and i4see coordinator; detailed information and contact information can be located at www.measuredprogress.org/NHALPs under the Participation and Registration tab.

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During

2013-2014

for Students

Assessed through

the NH ALPs in

Grade:

Reading Math Writing Science

2 Yes Yes - -

3 Yes Yes - -

4 Yes Yes Yes Yes

5 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 Period

December 16, 2013

through

May 20, 2014

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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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Collaboration & SupportCollaboration between special education case managers and

content area teachers is KEY to the implementation of this assessment…understanding the language in the Learning Progressions, and what is expected of your student(s) is CRITICAL

District Trainers- some districts have opted into the District Trainer Program. These trainers have experience and resources to share. Contact your Special Education director to find out if your district has a trainer.

District Special Education Directors-special education directors have experience and access to resources.

Ongoing email and phone support from Allyson Vignola and the NH ALPs Service Line- contact info on page 1 of the administration manual.

All assessment materials, support documents, and tools can be located at www.measuredprogress.org/NHALPs

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Student as Author What does “independent performance” mean for a student participating in the NH ALPs Assessment?

Directive Prompts violate the learning construct(s) that are being measured. 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 assessed are honored, allowing the student the opportunity to demonstrate performance.

Resource: “Student as Author” Supportive Prompts & Accommodations (Allowed) vs. Directive Prompts that Violate the Construct Being Tested (Not Allowed) at www.measuredprogress.org/NHALPs under the Materials Tab

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Putting It All Together!

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NH ALPs Website

www.measuredprogress.org/NHALPs

This website is a tool for New Hampshire’s special education teams that support the growth of student’s with significant cognitive disabilities throughout the year and successful participation in the New Hampshire Alternate Learning Progressions Assessment (NH ALPs). Please use this site as a resource for current information and updates on assessment participation guidelines and student registration processes, assessment materials, training opportunities, scoring & reporting information, and communicative notices from the New Hampshire Department of Education.

At the top of the home page you will find various tabs to help guide you. Clicking on a tab will bring you to page-specific information.

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What You Will Find There

Join our mailing list!

Key Dates and Timelines

Participation & Registration

Materials (manual, portfolio template, learning progressions, abundance of assessment resources)

Notices (from the NH DoE)

Reporting and Historical18

The NH ALPs Administration Manual

2013-2014 Manual available online for download

Content:

Important Contact Information & Websites

Key Dates & Timelines

Participation in the NH ALPs

Access to Learning & Performance

Developing a Portfolio

Portfolio Template

Content Area Learning Progressions & Assessment Procedures

Scoring Information & Achievement Level Descriptors

Alternate Assessment Resources & Tools for The Trade Resource Guide

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NH ALPs 2013 – 2014 Portfolio Template

Our Guide for the Rest of the DayPortfolio Validation Form

Decision Making Worksheet 2013 -2014

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 Requirements

Writing Content Area Requirements

Mathematics Content Area Requirements

Science Content Area Requirements

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Portfolio Validation FormCompleted 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 general assessment 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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The Critical Role of Access To Learning, Communication & Performance

Communication must be in place before effective supports can be identified and accurate assessment can occur.

Matching Access Support to Content

ACCESS TO LEARNING AND PERFORMANCE RESOURCES

1. Online Summary Description of Student Access to Learning & Performance

2. Administration ManualSection A: Resources for Student Learning (pg. 29)

Section B: Resources for Student Communication & Performance (pg. 34)

3. www.measuredprogress.org/NHALPsunder the Materials tab

The Access Guide to Learning, Communication and Performance

Communication Matrix Handbook for Parents and Professionals

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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. 26

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

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.28

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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 learningfor a specific student.

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31

32

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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34

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The Inventory, continued...

This information is also presented in summary form to

show the student’s personal Access to Communication &

Performance Profile

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The Inventory, continued...

This inventory documents an organized individual summary profile:

Sensory Access ProfileAccess to Communication & 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

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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 Meaningof information.

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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.

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Common General Procedural Errors

1. Content fidelity, while distinct to each content area, is defined as a sufficient match between the student’s performance of the task and the academic content. The academic task given to the student did not sufficiently match the content standard(s) being assessed, thus inhibiting the student’s opportunity to successfully demonstrate the academic content being assessed.

2. Limited or no evidence of student authorship. For more information on this topic, visit www.measuredprogress.org/NHALPs to review the following documents:

Showing the Student as Author: Supportive vs. Directive Prompts Access Guide to Student Learning and Performance

3. Video File Issues

Video files were submitted in “fast forward” mode. This is not an acceptable format.

Multiple unlabeled “clips” were submitted, folders and files were not labeled. Video evidence must be saved, label, and organized as outlined in the administration manual.

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Reading Assessment Procedures, Evidence,

and Samples

(Trainers: Open Reading Content Training Power Point at this time)

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Writing Assessment Procedures, Evidence,

and Samples

(Trainers: Open Writing Content Training Power Point at this time)

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Mathematics Assessment

Procedures, Evidence, and Samples

(Trainers: Open Mathematics Content Training Power Point at this time)

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Science Assessment Procedures, Evidence,

and Samples

(Trainers: Open Mathematics Content Training Power Point at this time)

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Video Evidence Preparation

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, such as a tripod or assistant.

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

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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Video Evidence Requirements

A separate video sample of each task entry is required. Each video may be up to, but no more than, 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.

Videos must be submitted on a memory stick/thumb drive only.

One memory stick/thumb drive is required for each student. Multiple students cannot be submitted on the same memory stick/thumb drive.

Only current year (2013-2014) student performance evidence videos should be submitted on the thumb drive.

The following are the only acceptable video formats Microsoft Windows Media Video format (.wmv) Microsoft Audio Video Interleave (.avi) Moving Picture Experts Group, MPEG-4 (.mp4) Apple Quick Time (.mov)

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Video Evidence Requirements, continued…

VIDEO FILE AND FOLDER NAMING REQUIREMENTS

Individual video files must be saved with a file name in this format:

Contentarea.Taskentryname.Studentfirstname.LastfourdigitsoftheSASID #

(Make sure the software file extension is included .wmv, .avi, mp4, OR .mov)

Video files must be saved into file folders named by content area.

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Video Evidence Requirements, continued…

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reading.literary.Nicole.6789.(appropriate file extension) reading.informational.Nicole.6789.(appropriate file extension)

Reading

writing.expressive.Nicole.6789.(appropriate file extension) writing.informational.Nicole.6789.(appropriate file extension) writing.response.Nicole.6789.(appropriate file extension)

Writing

Video Evidence Requirements, continued…

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mathematics.rational.Nicole.6789.(appropriate file extension) mathematics.operations.Nicole.6789.(appropriate file extension) mathematics.equality.Nicole.6789.(appropriate file extension) mathematics.patterns.Nicole.6789.(appropriate file extension)

science.Earth.Nicole.6789.(appropriate file extension) science.Life.Nicole.6789.(appropriate file extension) science.Physical.Nicole.6789.(appropriate file extension)

Science

Mathematics

*Grade determines the specific entries required for Science

Video Evidence GuidelinesThe focus of the video should be on the student

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.For example:

If the student points between two responses, the test administrator must ask the student to clarify which one the student is pointing to.

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.

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

If the student is difficult to hear or understand, please provide a written transcript of the audio portion of video (entry) that is difficult to understand to support what is heard/viewed on video. Please provide a point of reference to indicate where the transcript applies. A transcript is not a requirement. If a transcript is provided, please number transcript pages.

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Video Evidence Guidelines, continued…

Do NOT burn just the shortcut or project files to the memory stick/thumb drive.

Be sure to save the finalized video file to the memory stick/thumb drive.

Do NOT use proprietary third-party media software. Use only approved media software types.

The ONLY approved media software formats are listed above

(.wmv, .avi, .mp4, OR .mov)

Make sure the media software extension is included in file name

(.wmv, .avi, .mp4, OR .mov)

Open EVERY submitted video file on the thumb drive on a DIFFERENT computer to check that it opens.

If the video files do not open or open in an unusual format on another computer, it is very likely that they will not open for the scoring contractor and will not be scored. Taking this precautionary step will allow you to identify issues, such as encoding language issues or file corruption issues, before submission.

Do NOT submit video files in “fast forward” mode. This impacts Student Authorship and is not acceptable.

Do NOT submit multiple unlabeled “clips” to represent an entry’s video evidence. Video files and folders not labeled according to requirements listed above will notbe scored. 53

Video Evidence Guidelines, continued…

Encouragement During VideotapingThere should be NO encouragement that is specific to any of the items or trials. Administrators 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”

“Let’s do one more”

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Quick Review of Required NH ALPs Assessment Tasks & Evidence Videos

Reading – 2 Tasks and 2 Videos

1-Literary

1-Informational

Writing – 3 Tasks and 3 Videos

1-Expressive

1-Informational

1-Response to Text

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Quick Review of Required NH ALPs Assessment Tasks & Evidence Videos

Mathematics – 4 Tasks and 4 Videos

1- Understanding Rational Numbers

1- Solving Problems with Operations1- Equality1- Patterns and Change

Science – 2 Tasks and 2 VideosGrade 4

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

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ONE Day UPS Pick UPMay 21 , 2014

Materials must remain in a secure location until they are picked up by UPS.

UPS is scheduled to arrive at your school on Wednesday, May 21, 2014 to pick up student portfolio(s). UPS can arrive anytime during school hours,

therefore student portfolio(s) must be packed by 8:00 a.m. UPS may come anytime during the day and will not wait for you to complete packing the materials. Do not contact UPS directly. Prior arrangements have been made by Measured Progress specifically for the pickup of NH ALPs

student portfolio materials.

This is the ONLY scheduled pick-up date.Please contact the NH ALPs Service Line with any questions: 1-800-431-8901 ext.: 2499

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Questions

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PORTFOLIO AND CONTENT SUPPORT

Allyson Vignola, Alternate Assessment CoachAllysonvignola@hotmail.com, (603) 848-4850

POLICY AND ASSESSMENT SUPPORT

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

LOGISTICAL SUPPORTCristina Haley, Program Managerhaley.cristina@measuredprogress.org or

Sarah Greene, Program Assistantgreene.sarah@measuredprogress.org

NH ALPs Service Line 1-800-431-8901 ext.: 2499 59

Contact Information (page 1 of administration manual)

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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 hope

by a limit imposed from without, but falsely identified

as lying within.”

Stephen Jay Gould

The Mis-measure of Man, 2nd Ed.

(1996)