February 2005Introduction to the GLEs & NECAP 1

Introduction to the GLEs & NECAP

Grade Level Expectations(K-8)

Grade Span Expectations(9-12)

New England Common Assessment Program

February 2005Introduction to the GLEs & NECAP 2

The Big Picture

GLEs GSEs

KKK 111 222 333 444 555 666 7 8 9-10 11-12

State State

Local Local

GLEs GSEs

KKK 111 222 333 444 555 666 7 8 9-10 11-12

State State

Local Local

February 2005Introduction to the GLEs & NECAP 3

GLEs & Curriculum

District Curric

ulum

District Curric

ulum

State Frameworks

State FrameworksGLEsGLEs

February 2005Introduction to the GLEs & NECAP 4

What are Grade-Level Expectations?

• Objectives aligned with state frameworks

• Differentiated objectives between grade levels

• But they do not narrow the curriculum

February 2005Introduction to the GLEs & NECAP 5

Reading

R-3-2.1: Uses strategies (e.g., knowledge of word structure, including prefixes/suffixes and base words – such as “un-covered;” context clues; other resources, such as– dictionaries, glossaries; or prior knowledge) to help identify the meaning of unfamiliar vocabulary

R-3-2.1: Uses strategies (e.g., knowledge of word structure, including prefixes/suffixes and base words – such as “un-covered;” context clues; other resources, such as– dictionaries, glossaries; or prior knowledge) to help identify the meaning of unfamiliar vocabulary

Field = R

eading

Stem

= Voca

bulary Stra

tegies

Grade =3

Bullet =

1st Specif

ic Element

R-3-2.1

February 2005Introduction to the GLEs & NECAP 6

M(DSP)–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range.

M(DSP)–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range.

Mathematics

Field = Mathematic

s

Strand = D

ata, Statis

tics &

Pro

bability

Grade = 4

Stem

= 2

M(DSP)–4–2

February 2005Introduction to the GLEs & NECAP 7

A curricular & instructional focus across all grades – the “stem”

The specific skills for a given grade level:

Differences between adjacent grades are underlined.

If nothing is underlined, the difference may be a higher level of complexity or interaction with other GLEs at that grade level

A curricular & instructional focus across all grades – the “stem”

The specific skills for a given grade level:

Differences between adjacent grades are underlined.

If nothing is underlined, the difference may be a higher level of complexity or interaction with other GLEs at that grade level

How to Read a GLE

February 2005Introduction to the GLEs & NECAP 8

M(DSP)–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (median or mode), or range.

M(DSP)–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (median or mode), or range.

M(DSP)–5–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (mean,median, or mode) or range to analyzesituations, or to solve problems.

M(DSP)–5–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (mean,median, or mode) or range to analyzesituations, or to solve problems.

Mathematics GLE

Specifics

Differences

Grade 5

44

Stem

February 2005Introduction to the GLEs & NECAP 9

Depth-of-KnowledgeBased on the work of Norman Webb

Level Description Assessment

Level 1 Recall

Level 2 Skill/Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking Assessed Locally

Level Description Assessment

Level 1 Recall

Level 2 Skill/Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking Assessed Locally

February 2005Introduction to the GLEs & NECAP 10

NH State Assessments

• NECAPNew!

• NHEIAP-AltThe Same

• NHEIAP Grade 10The Same – for now…

February 2005Introduction to the GLEs & NECAP 11

NECAP Assessments?

• Multiple Choice

• Short Answer

• Constructed Response

• Extended Writing

Types of Questions

February 2005Introduction to the GLEs & NECAP 12

NECAP Question Types

Estimated Number of Questions per Type

Mathematics Reading Writing3-4 5-8 3-8 5 & 8Point

Value 3 sessions 3 sessions 3 sessions 2 sessions

Multiple Choice 1 15 15 15 14 14 13 16 16 16 10

1 4 3 6 3 3 3Short Answer

2 4 5 4 3 3 3

Constructed Response 4 2 2 2 3 3 3 3 3

Extended Writing 15 1*

Mathematics Reading Writing3-4 5-8 3-8 5 & 8Point

Value 3 sessions 3 sessions 3 sessions 2 sessions

Multiple Choice 1 15 15 15 14 14 13 16 16 16 10

1 4 3 6 3 3 3Short Answer

2 4 5 4 3 3 3

Constructed Response 4 2 2 2 3 3 3 3 3

Extended Writing 15 1*

* Includes 3 “Planning Items”

February 2005Introduction to the GLEs & NECAP 13

NECAP Distribution of Emphasis

2 = Grade 2 GLE(3) = Tested Grade 3

15% 15% 15% 15% 15% 15%

15% 15% 15% 15%30%

40%15% 20% 20% 25%

25%

25%55% 50% 50% 45%

30%20%

2(3) 3(4) 4(5) 5(6) 6(7) 7(8)

Number &Operations

Geometry &Measurement

Functions &Algebra

Data,Statistics &Probability

Approximate Distribution of Emphasis for Mathematics

February 2005Introduction to the GLEs & NECAP 14

10% 15% 20% 20% 25% 25%20%

20%20% 20% 15% 15%10%

10%

20% 20% 20% 20%20%20%

20% 20% 20% 20%20%20%

20% 20% 20% 20%20% 15%

2(3) 3(4) 4(5) 5(6) 6(7) 7(8)

Word Identification

Vocabulary

Informational/ InitialUnderstanding

Informational/ Analysis &Interpetation

Literature/ InitialUnderstanding

Literature/ Analysis &Interpretation

NECAP Distribution of EmphasisApproximate Distribution of Emphasis for Reading 2 = Grade 2 GLE(3) = Tested Grade 3

February 2005Introduction to the GLEs & NECAP 15

NECAP Administrative Guidelines Mathematics Reading Writing

Testing Time

45 minutes per session with an additional 45 minutes

(no accommodation necessary)

Accomm odations For all students

Resources

Calculators allowed in 2

sessions for all grades

No resources allowed

Mathematics Reading Writing

Testing Time

45 minutes per session with an additional 45 minutes

(no accommodation necessary)

Accomm odations For all students

Resources

Calculators allowed in 2

sessions for all grades

No resources allowed

February 2005Introduction to the GLEs & NECAP 16

NH School Accountability

Federal:No Child Left Behind (NCLB)

State:RSA 193-H: School Performance& Accountability

February 2005Introduction to the GLEs & NECAP 17

Schools In Need of Improvement

What happens when a school does not make Adequate Yearly Progress (AYP)?

Consequences are different for:• Title I Schools• Non-Title I Schools

February 2005Introduction to the GLEs & NECAP 18

What’s next?

February 2005Introduction to the GLEs & NECAP 19

CreditsPrepared by the Greater Manchester Professional Development Center in collaboration with and funded by the New Hampshire

Department of Education, Office of Accountability

Chris Nelson, GMPDC CoordinatorMargo Burns, GMPDC Technology Integration SpecialistRobert Duclos, Principal, Northwest Elementary SchoolGina Bell, Mathematics Teacher, Hillside Middle School, SAU 37Penny Love, Language Arts & Social Studies Teacher, Hillside

Middle School, SAU 37Mary Heath, Grant Writer, SAU 37

Linda Stimson, NH Department of Education, Language Arts Consultant

Rich Andrusiak, NH Department of Education, Mathematics Consultant