Dynamic Learning Maps ® New Hampshire Training Fall 2017 - PowerPoint Presentation

Dynamic Learning Maps®New Hampshire Training Fall 2017

AgendaSection INew Hampshire participation guidelines What’s the same and what’s new in DLM for test administrators in 2017-2018 Science assessments Section II Accessibility and Accommodations Testlet design Materials Lists TIPS and substitutions Engagement Activity Instructionally embedded assessment windows Instructional resources

Section i

Location of New Hampshire Participation Guidelines2017-2018 Decision Making Worksheet for Participation of Students with Disabilities in Statewide Assessments Five page worksheet resource https:// www.education.nh.gov/instruction/assessment/alt_assess/documents/2017_18_alt_assessment_decision_making_worksheet.pdf

What’s the same and what’s new for teachers in 2017-2018

What’s New for Teachers?What’s new in the manuals?What’s new with braille ? What’s new in Educator Portal? What’s new in Access Profile? What’s new in KITE Client? What’s new in required training?

What’s the same in the manuals?

The Accessibility ManualHas all the information about accessibility supports Tells you about the assessment – why it is so important and different that the average assessment Why this assessment is especially designed for students with the most significant cognitive disabilities What are allowable practices and supports What practices and supports are not allowed

The Test Administration ManualThe Test Administration ManualHow to administer the test How to use manipulatives, braille testlets, language translation, and sign language among other information How to prepare for the assessment using handy checklists How to use the website How the assessment works How to use practice activities and released testlets

Educator Portal User GuideProvides step-by-step directions for using Educator Portal and KITE ClientProvides problem-solving tips Shows how to access reports

What’s New in the Manuals?Science content is included in all of the manuals you will use this year.Differences in science compared to ELA and mathematics Braille information is strengthened in the TAM. The manuals are revised this year to be more for the test administrator. Screen shots for the test administrator Directions for the test administrator

What’s the Same for Braille?Uncontracted EBAE will be available during the spring assessment in some testlets at certain linkage levels. Braille should only be selected for students that will access the assessment using braille. The delivery process remains the same as last year and is described in the Educator Portal User Guide.

What’s new for Braille?During the spring assessment window, uncontracted braille testlets will also be available in UEB. The test administrator will select the version of braille that is most appropriate for the student. Braille format is selected in Access Profile.

What’s the Same in Educator Portal?Where test administrators perform data management tasksReview of the student’s data accuracy Complete Access Profile and First Contact survey Retrieve the Test Tickets Review extracts and reports

What’s New in Educator Portal?L ocation of the Testlet Information Page (TIP) location is new and improved TIPs for the 2018 spring assessment will be on the Test Management page next to where the tickets are found.

What’s the Same for Access Profile No changes are made in the process to complete or review and submit Access Profile. Completing Access Profile will take about 15 minutes. Choose ONLY appropriate supports.

What’s New for the Access Profile?Braille Ready Files in EBAE or UEB ready for the spring assessment window. In Access Profile, New Hampshire test administrators may choose either EBAE or UEB depending on the student.

What’s the Same for the First Contact SurveyNo changes have occurred in process to complete or review and submit the First Contact survey. Questions about ELA and mathematics are the same as last year. Completing the First Contact survey will take anywhere from 15 – 30 minutes. Each year the survey must be submitted. Without a complete FCS, a student will not receive testlets . Each time a change is made the survey must be submitted.

What’s new in the First Contact Survey?The FC survey will have subject questions for science. This year, NH test administrators will complete the science subject questions for every enrolled student before being able to submit the FCS, not just students in grades 5, 8, and 11.

What’s the Same in KITE ClientWhere released testlets and practice activities are available using demo student user names and passwords Where the student takes their spring assessment The item types The ways a test administrator can interact with a student in KITE Client

What’s New for KITE Client KITE Client 3.0 will be auto-updated to KITE Client 5.0 for the 2017-2018 school year Auto-update will be prompted when the device is powered on, connected to the internet, and KITE Client is launched. After the update is downloaded, the user will prompted to restart KITE Client. Depending on technology security, update may need to be completed by technology staff.

What’s the Same in the EP ReportsAccessibility Profile Personal needs and preference settings by student Accessibility Profile Counts Student accessibility profile counts by organization Current Enrollment Current enrollment for active students DLM Test Administration Monitoring Testlets assigned, in progress, and completed by subject by student Roster Student assignment by test administrator and subject

What’s New in the EP ReportsThe First Contact Survey FileThis report has the current First Contact survey setting by student Will contain responses, status, and last user who modified the student’s FC survey and the date and the exact time the survey was submitted If the spring assessment window has opened before the First Contact survey is submitted, the system take 24 hours to post the first testlet .

What’s the Same for the Spring Assessment Window? What hasn’t changed? The steps needed to assess a student during the Spring Assessment Window have not changed. The assignment of testlets by the system has not changed. Testing progress is still shown in Educator Portal

What’s New in the Spring Assessment Window?DLM Science will be assessed in 2018 The New Hampshire Spring Assessment Window is open from 3/12/18 – 6/08/18

Required test administrator training Overview

What’s the Same with Required Training?ELA and mathematics content is still the same. The organization of the training is still the same. The process is the same . Moodle is the same . The Guide to Required Test Administration still provides the most current information and best step-by-step guidance for taking the training, i.e., how to log in.

What’s New about Required Training?Content for science has been added for all New Hampshire test administrators.New teacher training is about 2 ½ hours. Returning teacher training is about 1 ¼ hours and includes 2 modules – one for ELA and mathematics and one for science.

How to Get to Moodle Accessing Moodle is the same this year as last year – no change dynamiclearningmaps.org/ newhampshire Click Professional Development tab Click DLM Moodle training site link under the “Required Training” heading on the right Guide to DLM Required Test Administrator Training (pdf )

Moodle AccountsNew TeachersReceive an account within 3 hours of activation of account in Educator Portal – you DO NOT get an email when the Moodle account is created Enrolled in New Teacher Required Training course Returning Teachers Enrolled in Returning Teacher Required Training course based on Educator Portal records

science

Science DevelopmentScience is the third subject to be developed by DLM with ELA and mathematics developed firstStates going into their 3 rd year testing science Science learning map being developed but likely to be several years before a fully functional science learning map will be ready for use in testing.

Domains, Core Ideas, Topics and PracticesScience is linked to grade-level expectations identified in A Framework for K-12 Science Education (National Research Council 2012 ) Science has domains, core ideas, topics, and practices The Domains are: Physical Science Life Science Earth and Space Science

DLM Science Alternate Assessment OverviewThe Essential Elements assessed from the Science Blueprint are tested in grade bands instead of each grade level like ELA and mathematics Science is tested at the end of elementary , end of middle and once in high school. New Hampshire students will be tested in science in grades 5, 8 and 11 using the DLM Science Alternate Assessment.

Linkage LevelsScience has three levels of complexity called Linkage Levels Target Precursor Initial

Science Testlet Linkage LevelsTarget Aligned to the content of the Essential Element Most complex level Most closely aligned to the grade level standards Precursor Less complex than the target Provide access to the target level Initial Less complex than the precursor Provide access to the target level Least complex level

Essential Element and Linkage LevelsEE.MS-PS2-2Target Level Investigate and predict the change in motion of objects based on the forces acting on those objects. Precursor Level Investigate and identify ways to change the motion of an object (e.g., change an incline’s slope to make an object go slower, faster, further). Initial Level Identify ways to change the movement of an object (e.g., faster, slower, stop).

Science Assessment DesignEach testlet assesses only one Essential Element. Each testlet has 3-5 items. Each testlet has an engagement activity To motivate student, provide context and activate prior knowledge Format Short story – read once like in math Longer story – read twice like ELA Video – short, approximately 30 seconds Item type: multiple choice Science consist of nine testlets for each student which cover the entire blueprint. The KITE system routes students to testlets at the appropriate linkage level for each EE.

ELA and Mathematics Compared to Science Chart-1English language arts and Mathematics Linked to College and Career Readiness Standards Essential Elements organized into Claims and Conceptual Areas ELA assesses all EEs in conceptual areas across two claims. Math assesses all EEs in conceptual areas across all four claims. Science Linked to A Framework for K-12 Science Education (National Research Council 2012 ) Essential Elements organized into Domains, Core Ideas, Topics and Practices Science assesses all EEs across all 3 Domains: Physical Science Life Science Earth and Space Science (include science and engineering practices)

ELA and Mathematics Compared to Science Chart-2English language arts and Mathematics Both have five linkage levels Initial Precursor Distal Precursor Proximal Precursor Target Successor Science Three linkage levels Initial Proximal Target

ELA and Mathematics Compared to Science Chart-3English language arts and mathematics 5 – 7 testlets (number varies by grade and subject ) Each testlet covers 1 or more Essential Elements Tested in each grade 3-8 and 11 Science 9 testlets (number of testlets is the same for each grade band tested ) Each testlet covers only one Essential Element Tested in grade bands End of elementary - 5 th End of middle - 8 th Once in high school – 11th

What’s the same for ELA, Mathematicsand Science What’s the same? All three subjects use KITE Client as testing platform Supports and information about the student for all three subjects are in Access Profile and First Contact survey – Submitted once per student Only one Required Test Administrator Training to cover all three subjects One Individual Student Score Report to cover all three subjects to explain to parents or guardians

Section ii

Accessibility and accommodations

Test Accessibility and Accommodations Testing accessibility are supports based on an individual student’s needs as determined by the IEP team. These supports should be used consistently for instruction and assessment . Testing accommodations are changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested.

Test Accessibility and Accommodations The accessibility supports in KITE Client are categorized into three levels of supports . The first level of supports can be utilized by selecting online features via Access Profile (PNP ). The second level of supports requires additional tools or materials. The third level of supports is provided by the test administrator outside of KITE Client.

Access ProfileThese accessibility supports enable test administrator to customize the DLM assessments to meet the individual needs of eligible students. Teachers will need to record the selected accessibility features in DLM’s Access Profile (PNP), so that students can fully access the content of the testlets.

Accessibility Supports Category 1: Supports Provided in Kite Client Via Access Profile Category 2: Supports Requiring Additional Tools/Materials Category 3: Supports Provided Outside the System Magnification Invert Color Choice Color Contrast Overlay Color Spoken Audio Uncontracted Braille Single-Switch System Two-Switch System Individualized Manipulatives Calculator Alternate Form-Visual Impairment Human Read Aloud Sign Interpretation of Text Language Translation of Text Entering Responses for Student Partner–Assisted Scanning ( PAS)

First Contact Survey

Access Profile

Personal Learning Profile Helplet VideoThe Personal Learning Profile is the combination of the First Contact survey and the Access Profile. You will watch this video as part of your Required Test Administrator training and learn how to complete the First Contact survey and Access Profile . The video will also be available to you on the New Hampshire DLM website if you wish to view it more than once. The Educator Portal User Guide also has step-by-step screen shots and directions.

testlet design

Computer-Delivered TestletsMost testlets are designed for direct student interaction via computer. Student entry point is based on First Contact survey information. Students can interact with the computer independently using special devices such as alternate keyboards, touch screens, or switches . most items are in a multiple-choice format T est administrator can provide support to interact with the computer . a technology-enhanced item may require a physical manipulation that is difficult for the student to manage .

Computer-Delivered Item TypesItem types students may encounter include the following: single-select multiple choice (most common type) multi-select multiple choice matching sorting select-text

Teacher-Administered TestletsAll teacher-administered testlets have some common features: A Testlet Information Page (TIP) is provided with each testlet, and it should be reviewed by the teacher before beginning the assessment. Directions and scripted statements guide the test administrator through the administration process. The testlet includes an engagement activity and items. The test administrator enters responses based on observation of the student’s behavior.

Assessment Administration TimeApproximately 5-15 min per testletApproximately 45 – 135 min total testing timeOnce a testlet is submitted for a subject, the next testlet take about 15 - 30 minutes to appear. A testlet for each subject is available at the opening of the spring assessment window. Flexible scheduling – deliver one or more testlets in a single session

Materials lists, Tips, and teacher directions

Materials ListsFound on the Educator Resources page of the New Hampshire DLM website. ELA materials Mathematics materials list Science materials list Materials have common traits Most commonly used for teacher-administered testlets Collect the materials and use them during instructions

About Testlet Information Pages (TIPs)The TIP is provided in Educator Portal when each testlet is assigned. The TIP provides the materials needed for administration of the testlet . Test administrators may substitute materials where appropriate that were used during instruction.

Materials Fields in the TIPThree fields on the TIP describe materials needed for the test. Materials Needed Materials Use Suggested Substitute Materials

Sample TIP

Materials NeededThis field contains a list of the materials needed to administer the testlets . For example: 3 different small objects that are familiar to the student, each of which have a single word name (e.g., ball, pencil, bag, etc.). If ‘None’ appears in this field, there are no materials used in the testlet .

Materials UseThis field contains a description of how the materials are used to assess the skill in the testlet . For example: The student will be able to indicate a specific object when the object’s name is used. If ‘None’ appears in this field, there are no materials used in the testlet .

Suggested Substitute MaterialsSubstitute materials are often allowed. If ‘None’ appears in this field, there are no materials to substitute or there are no substitutions necessary. If ‘No Substitutions Allowed’ appears in this field, you may not substitute the materials in the testlet .

Scenario 1: When Test Administrators Choose Specific Substitute Materials If substitutions are allowed, the Suggested Substitute Materials field will describe the kind of object the test administrator will need to choose as a substitute. Many TIPs will leave the choice of the specific object(s) up to the test administrator. The first scenario shows the thought process a test administrator may go through to choose the object(s).

Materials Needed The TIP shows the materials needed for this testlet : one hat one pencil one book

Materials UseIn the Materials Use field, the TIP shows that for items in this testlet , your student will be asked to interact with an object in an expected way.

Suggested Substitute MaterialsIn the Suggested Substitute Materials field, the TIP shows that you may substitute any familiar object that can be used in an expected way.

Thinking Through Materials Needed The materials needed for this testlet may not be appropriate for your student. Thought process: I know my student becomes distressed by anything that must go on his/her head. I will not be able to use a hat as an object when administering this testlet to my student.

Thinking Through Materials SubstitutionsThought process: I need to select a substitute object that my student is familiar with and can interact with in an expected way. I could use a shoe, a backpack, or a ball. A shoe or a backpack may be difficult for my student to manipulate. A ball would be the best option to substitute for the hat in this testlet for my student.

Further Thinking Through Materials Substitutions Since I have chosen to substitute a ball for the hat, I will need to remember to use the word ‘ball’ whenever I see the word ‘hat’ when administering the testlet to my student .

First Testlet Screen Educator Directions: Before you begin working with the student, gather the following objects : ● one hat ● one pencil ● one book The first screen of this testlet lists the hat. Since I am substituting a ball for the hat, I must gather a ball instead of a hat. ball

ItemsI will substitute ‘ball’ for ‘hat’ in the item’s SHOW and SAY statements  and any answer options . Educator Directions: SHOW : the hat . SAY: "This is a hat ." Give the student a moment to interact with the object in an expected way. Record student response: Interacts with the object in an expected way Interacts with the object in an unexpected way Attends to other stimuli No response ball ball

Scenario 5: Choosing Familiar Objects This TIP is for a sample testlet that assesses whether a student seeks a familiar object. The TIP does not call out specific items. The test administrator will choose three objects familiar to the individual student.

Thinking Through Choosing Familiar Objects Thought process: According to the TIP’s Materials Use, items will ask whether the student seeks a familiar object once the item has been removed from the student’s immediate touch or view. I will need to gather three objects familiar to my student that can be easily removed from the student’s immediate touch or view.

Further Thinking Through Choosing Familiar Objects Thought process: Familiar objects my student always brings to class are: ● a sticker book ● a water bottle ● a stuffed animal ● a backpack My student tends to become so focused on the sticker book that he/she will not respond to anything else. My student does not focus as intensely on the other objects, so I will choose the stuffed animal, water bottle, and backpack as familiar objects for this testlet .

Further Thinking Through Choosing Familiar Objects Since this testlet does not call out specific objects, I will not need to substitute words on Educator Directions slides. Educator Directions: Before you begin working with the student, gather the following objects: ● three familiar objects

Further Thinking Through Choosing Familiar Objects Since this testlet does not call out specific objects, I will not need to substitute words in items. Educator Directions: SHOW: one of the familiar objects. Then give the student a moment to explore the object. Remove the object and place it out of sight. Record student response: Seeks the hidden object Demonstrates another behavior No response

engagement activity

Engagement ActivitiesEach subject has engagement activities for each testlet:a ctivity at the beginning of a testlet describes a scenario taps prior knowledge or experience i ntroduces the concept to be addressed It’s the first read in ELA reading testlets . In mathematics and science, the activity provides a context for the items.

ReviewAccessibility supports and accommodationsWhere to enter the supports and accommodations

Professional Development

Where is the answer?What resource could be used and where is it located?Teacher needs guidance to complete First Contact Survey and Access profile for a student Teacher needs help finding the test ticket and TIP for a student Teacher wants to know more about science and engineering practices How does a teacher get into Moodle?

Instructionally embedded testlets and use of instructional Tools Interface

Important Dates to Remember: 08/31/2017 KITE Client Auto-updated 9/19/2017 ELA & Math ITI opened for Instructionally Embedded Assessment Window 11/10/2017 Recommended deadline to complete First Contact Survey and Access Profile for participation in Instructionally Embedded Assessment Window. 11/13/2017 Science Instructional Tool Interface (ITI) opens for Instructionally Embedded Assessment Window 02/09/2018 Recommended deadline to complete First Contact Survey and Access Profile for participation in the Spring Assessment Window. 02/28/2018 ELA, math and science ITI closes for end of the Instructionally Embedded Assessment Window 03/12/2018 Spring Assessment window opens. 06/08/2018 Spring Assessment window closes.

Why Can’t I find tests for My Students?

6 Most Common Reasons Test administrators must take all required training and pass at 80% or higher. Test administrators must read, agree to, and sign the Security Agreement. Test administrators must complete and submit the Access Profile and First Contact surveys before the Spring Assessment window opens. Test administrators must have the role of ‘teacher’ and have their educator identifier on their EP account. Students must be correctly rostered to the test administrator . An up-to-date supported browser must be used for Educator Portal.

List of handouts

HandoutsAcronyms ELA TIP Mathematics TIP Instructionally Embedded Assessment Helplet Quick DLM Reference and Resource Guide Test Completion Field Test Testlets Writing Testlets Scenarios 1 -5

Wrap-up