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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