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Development of a NCLB Assessment for Hawaiian Immersion Schools Sarah Gronna, Sarah Gronna, Hawaii Department of Education-Student Assessment Section Keoni.

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Presentation on theme: "Development of a NCLB Assessment for Hawaiian Immersion Schools Sarah Gronna, Sarah Gronna, Hawaii Department of Education-Student Assessment Section Keoni."— Presentation transcript:

1 Development of a NCLB Assessment for Hawaiian Immersion Schools Sarah Gronna, Sarah Gronna, Hawaii Department of Education-Student Assessment Section Keoni Inciong, Keoni Inciong, Administrator- Hawaiian Language Immersion Program Don Burger Don Burger, Pacific Resources for Education and Learning

2 HAPA Hawaiian Aligned Portfolio Assessment All constructed response items in Hawaiian Oral Reading Fluency component for grade 3 Aligned to each Reading and Mathematics Grade 3 and 4 Benchmarks

3 Historical Timeline Prior to NCLB Designed for NCLB Setting Reading Levels Translations of Benchmarks Alignment to Hawaii Content and Performance Standards III Flexibility for various vocabulary usage Continuous Development and input from educators and community

4 Prior to NCLB No one assessed in Immersion Programs prior to 2001in grade 3 & 5 Grades 6 and up assessed using HSA 2002-2003: Grade 5 and up assessed using HSA, back translated field test grade 3 2003-2004: Grade 3 back translated HSA field tested grade 4 2004-2005: Grades 3 & 4 assessed with HSA back translation 2005-2006: Memo from Superintendent, First HAPA 2006-2007: Second administration of the HAPA

5 Designed for NCLB Recommended by Technical Advisory Committee to use a structured portfolio Designed by teachers and parents Written in Hawaiian Responses in Hawaiian Teachers, educators, parents, UH Hilo, UH Manoa, community members fluent in Hawaiian developed items

6 Setting Reading Levels Needed to create grade level passages No Fryes readability level for Hawaiian Developed Literacy Reading Level Criteria Created Grade 3 and Grade 4 reading level criteria Contracted local educators fluent in Hawaiian to write grade 3 and grade 4 passages using reading criteria

7 Translations of Benchmarks Used Hawaii Content and Performance Standards III Benchmarks Modeled items after sample performance assessments that were benchmark specific Developed Glossary of vocabulary words used in benchmarks Translated benchmarks in Spring 2007 Posted Translated Benchmarks to the HAPA web site Spring 2007

8 Alignment to HCPS III Items written to HCPS III benchmarks Grade 3 and Grade 4 Reading Comprehension, Convention and Skills and Literary Response Grade 3 Oral Reading Fluency questions All Grade 3 and Grade 4 Mathematics benchmarks Norman Web Alignment studies indicate HAPA is well aligned to HCPS III

9 Flexibility for Vocabulary Usage Various vocabulary words may be substituted for vocabulary used in HAPA test item Allows for philosophical and cultural differences An entire test items may be substituted for an item for a specific benchmark to meet the needs of the teachers and class

10 Continuous Conversations Continuous Development and input from the educators and community members regarding the HAPA items and passages Sensitivity of cultural issues as well as for NCLB large scale assessment requirements Respect for each other Involvement and commitment of HLIP schools and teachers

11 Contact Information Sarah Gronna808-529-4266 sarah_gronna@notes.k12.hi.us Keoni Inciong808-733-9141 ext 262 keoni_inciong@notes.k12.hi.useoni_inciong@notes.k12.hi.us Don Burger808-441-1342 burgerd@prel.org


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