The document provides guidance for administering New Hampshire's Alternate Learning Progressions Assessment (NH ALPs). Key points include: 1) The NH ALPs is designed for students with severe cognitive disabilities and assesses students based on alternate achievement standards in reading, writing, math and science. 2) The training agenda covers procedures for assessment in each content area, including evidence requirements and sample tasks. 3) Strict video evidence guidelines must be followed, including labeling files properly and limiting video length, to ensure student privacy and allow for scoring.

1. 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.
1

2. 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

3. Welcome to the 2013-2014
NH ALPs Administration Training
Agenda
Please 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

4. 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

5. 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

6. 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.
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7. 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.
2.
The student has an IEP.
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 highquality 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.
7

8. Do I have to Register my
Student(s) in order to
participate in the NH ALPs?
8

9. Student Registration
Assessments 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.
9

10. What Content Areas Are Assessed?
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
10

11. When Are Students Assessed?
Evidence Collection Period
December 16, 2013
through
May 20, 2014
11

12. 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.
12

13. 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.
13

14. Collaboration & Support
Collaboration 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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15. 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
15

16. Putting It All Together!
16

17. 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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18. 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 Historical
18

19. 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
19

20. NH ALPs 2013 – 2014
Portfolio Template
Our Guide for the Rest of the Day
Portfolio 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
20

21. Portfolio Validation Form
Completed 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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22. 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.
22

23. 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.
23

24. 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.
24

25. 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 Manual
Section A: Resources for Student Learning (pg. 29)
Section B: Resources for Student Communication & Performance (pg. 34)
3. www.measuredprogress.org/NHALPs
under the Materials tab
The Access Guide to Learning, Communication and Performance
Communication Matrix Handbook for Parents and Professionals
25

26. 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

27. NH ALPs Access to Learning &Performance:
Inventory and Resource Guide
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
27

28. 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

29. 29

30. 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 learning
for a specific student.
30

31. 31

32. 32

33. 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.
33

34. 34

35. 35

36. The Inventory, continued...
This information is also
presented in summary form to
show the student’s personal
Access to Communication &
Performance Profile
36

37. 37

38. The Inventory, continued...
This inventory documents an organized individual
summary profile:
Sensory Access Profile
Access 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
38

39. 39

40. 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 Meaning
of information.
40

41. 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.
41

42. 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.
42

43. Reading Assessment
Procedures, Evidence,
and Samples
(Trainers: Open Reading Content Training Power Point at this time)
43

44. Writing Assessment
Procedures, Evidence,
and Samples
(Trainers: Open Writing Content Training Power Point at this time)
44

45. Mathematics Assessment
Procedures, Evidence,
and Samples
(Trainers: Open Mathematics Content Training Power Point at this time)
45

46. Science Assessment
Procedures, Evidence,
and Samples
(Trainers: Open Mathematics Content Training Power Point at this time)
46

47. 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.
47

48. 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)
48

49. 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.
49

50. Video Evidence Requirements, continued…
Reading
reading.literary.Nicole.6789.(appropriate file extension)
reading.informational.Nicole.6789.(appropriate file extension)
Writing
writing.expressive.Nicole.6789.(appropriate file extension)
writing.informational.Nicole.6789.(appropriate file extension)
writing.response.Nicole.6789.(appropriate file extension)
50

51. Video Evidence Requirements, continued…
Mathematics
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
*Grade determines the specific entries required for Science
science.Earth.Nicole.6789.(appropriate file extension)
science.Life.Nicole.6789.(appropriate file extension)
science.Physical.Nicole.6789.(appropriate file extension)
51

52. Video Evidence Guidelines
The 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.
52

53. 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 not
be scored.
53

54. Video Evidence Guidelines, continued…
Encouragement During Videotaping
There 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”
54

55. 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
55

56. Quick Review of Required NH ALPs
Assessment Tasks & Evidence Videos
Mathematics – 4 Tasks and 4 Videos
1- Understanding Rational Numbers
1- Solving Problems with Operations
1- Equality
1- Patterns and Change
Science – 2 Tasks and 2 Videos
Grade 4
1- Life Science
1- Earth/Space Science
Grade 8
1- Earth/Space Science
1- Physical Science
Grade 11
1- Physical Science
1- Life Science
56

57. ONE Day UPS Pick UP
May 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
57

58. Questions
58

59. Contact Information
(page 1 of administration manual)
PORTFOLIO AND CONTENT SUPPORT
Allyson Vignola, Alternate Assessment Coach
Allysonvignola@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 SUPPORT
Cristina Haley, Program Manager
haley.cristina@measuredprogress.org or
Sarah Greene, Program Assistant
greene.sarah@measuredprogress.org
NH ALPs Service Line 1-800-431-8901 ext.: 2499
59

60. “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)
60