1. February 2005Introduction to the GLEs & NECAP1 Grade Level Expectations (K-8) Grade Span Expectations (9-12) New England Common Assessment Program

2. February 2005Introduction to the GLEs & NECAP2 The Big Picture

3. February 2005Introduction to the GLEs & NECAP3 GLEs & Curriculum District Curriculum State Frameworks GLEs

4. February 2005Introduction to the GLEs & NECAP4 What are Grade-Level Expectations? Objectives aligned with state frameworks Differentiated objectives between grade levels But they do not narrow the curriculum

5. February 2005Introduction to the GLEs & NECAP5 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 Field = Reading Stem = Vocabulary Strategies Grade =3 Bullet = 1st Specific Element R-3-2.1

6. February 2005Introduction to the GLEs & NECAP6 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 = Mathematics Strand = Data, Statistics & Probability Grade = 4 Stem = 2 M(DSP)–4–2

7. February 2005Introduction to the GLEs & NECAP7  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

8. February 2005Introduction to the GLEs & NECAP8 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. M(DSP)–5–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems. M(DSP)–5–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems. Mathematics GLE Specifics Differences Grade 5 4 4 Stem

9. February 2005Introduction to the GLEs & NECAP9 Depth-of-Knowledge Based on the work of Norman Webb

10. February 2005Introduction to the GLEs & NECAP10 NH State Assessments NECAP New! NHEIAP-Alt The Same NHEIAP Grade 10 The Same – for now…

11. February 2005Introduction to the GLEs & NECAP11 NECAP Assessments ? Multiple Choice Short Answer Constructed Response Extended Writing Types of Questions

12. February 2005Introduction to the GLEs & NECAP12 NECAP Question Types Estimated Number of Questions per Type * Includes 3 “Planning Items”

13. February 2005Introduction to the GLEs & NECAP13 NECAP Distribution of Emphasis 2 = Grade 2 GLE (3) = Tested Grade 3 Approximate Distribution of Emphasis for Mathematics

14. February 2005Introduction to the GLEs & NECAP14 NECAP Distribution of Emphasis Approximate Distribution of Emphasis for Reading 2 = Grade 2 GLE (3) = Tested Grade 3

15. February 2005Introduction to the GLEs & NECAP15 NECAP Administrative Guidelines

16. February 2005Introduction to the GLEs & NECAP16 NH School Accountability Federal: No Child Left Behind (NCLB) State: RSA 193-H: School Performance & Accountability

17. February 2005Introduction to the GLEs & NECAP17 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

18. February 2005Introduction to the GLEs & NECAP18 What’s next?

19. February 2005Introduction to the GLEs & NECAP19 Credits Prepared 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 Coordinator Margo Burns, GMPDC Technology Integration Specialist Robert Duclos, Principal, Northwest Elementary School Gina Bell, Mathematics Teacher, Hillside Middle School, SAU 37 Penny Love, Language Arts & Social Studies Teacher, Hillside Middle School, SAU 37 Mary Heath, Grant Writer, SAU 37 Linda Stimson, NH Department of Education, Language Arts Consultant Rich Andrusiak, NH Department of Education, Mathematics Consultant