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Language Arts Day!October 22, 2012
Language Arts teachers are invited to gather at these sessions to study NeSA-Reading and NeSA-Writing data and use this information to consider how to continue to improve student achievement. In addition to the data analysis and NeSA updates, we will study recent research, pedagogy, and strategies directly related to language arts instruction.
PurposesUnderstand NeSA protocol, resources, and
results
Study NeSA results
Use data to inform decisions for improving student achievement
Study explicit instruction design a skill/strategy lesson
Share experiences, tips, ideas on-demand writing participant choice
Getting Started Introductions
Norms
Parking Lot
Wikispace: http://esu6la.wikispaces.org
Agenda
Handouts & Copies
NeSA TestingThink
A parent asks you to explain the purpose of the NeSA and the relevance of his child’s results. What is your response?
Pair Someone with similar responsibilities
Share 3-5 minutes
Interaction Sequence
Ask all student the question.
Pause (3+ seconds).
Put students on-the-clock.
“You have 2 minutes to share
your answer with your
partner.”
Students share their
thoughts with a partner.
Select student(s) to
respond.
Conference with 1 or 2 pairs• Check student answers• Probe• Provide answers when missing
1. Purposeful Selection: Call on students you have visited.
2. Random Selection: Call on students so every student has an opportunity to be selected.
3. Volunteer Selection: Allow volunteer responses.
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
NeSA TestingFist-to-Five & Show Me!
Study of 2012 NeSA-R, NeSA-W
DAC
Raw Score & Scale Score
Percentile Rank
Tables of Specifications (TOC)
Standard Deviation
NeSA Reports What can we learn from this report?
Do we have other data to support these results?
What are the implications of this report?
NeSA REPORTS
Individual Student Report
School Student Roster
School Indicator Summary
School Performance Level Summary
District Reading Indicator Summary
District Performance Level Summary
District Report of School Performance
27
Step 1:Define the
SituationWhat can we learn from each report?
What is the data telling us (strengths and concerns)?
Step 4:Create the Action Plan
How can we use this NeSA data?
What is the goal? (How much change is expected and by when?)
What will be done to reach the goal(s), and how will progress toward goal(s) be measured?
Curriculum AlignmentExamine PLDs and Tables of Specification.
Are the tested indicators in our curriculum? -- Where?
When are they taught?
How are they instructed?
At what DOK (Depth of Knowledge) level?
By whom?
Instructional Effectiveness
Examine PLDs and Tables of Specification.
Do our students have opportunity to learn (and practice) the tested indicators?
Is our instruction efficient and effective?
How are students performing on the indicators on a day-to-day basis?
Are we assessing them locally to find out what they know and can do?
Test PreparationHave our students used practice tests?
Are our students familiar with the testing tools?
Are we familiar with appropriate accommodations? Have we applied them?
2013 NeSA-R Testing
Grades 3-8, 11
Standardized, secure testing procedures
online (paper-pencil requests already submitted)
Two independent sessions
Untimed
Cuts remain the same (0-84, 85-134, 135-200)
What can you do or not do? (SAA-10, p. 26)
March 25 – May 3, 2012
(SAA-10, p. 19-37)
2013 NeSA-W Testing
Grade 4
narrative
two 40-minute sessions (timed)
#2 pencil
analytically scored (composite + 4 weighted domains)
new cuts spring 2013 (expect rigorous cuts)
January 21 – February 8, 2013
(SAA-10, p. 43-46)
2013 NeSA-W Testing
Grades 8 & 11
descriptive (8); persuasive (11)
online test administration
one ~90-minute session (untimed; 2011 avg. = 45-65 min.)
analytically scored (composite + 4 weighted domains)
revised online dictionary and thesaurus; no spell-check
6,000 character limit (approx. 3 pages)
January 21 – February 8, 2013
(SAA-10, p. 43-46)
2013 NeSA-W Testing
Grades 8 & 11 (cont.)
software update (wrap, spaces, dictionary)
no “tab” (advise students to use 3-5 spaces)
font size, spacing, margins do NOT affect scoring
same cuts as set in 2012
can print practice & operational tests
January 21 – February 8, 2013
(SAA-8, p. 45-46)
Explicit Instruction
http://explicitinstruction.org
Resource & Idea SharingWriting Refresher 10.4.12
What fabulous resources do you depend on for your professional practice? http://adolescentlitpln.wikispaces.com/home
Summary of the DayReview Objectives
Did we meet your goals?
Exit Conversation When my administrator asks about today, I will
say that I learned… The most important / relevant thing I learned or
was reminded of today is…
Tier 2 & 3 Intervention SystemsFebruary 8, 2012
Dr. Kevin Feldman, a nationally recognized adolescent literacy expert, will present the session focused on Recommendation 5: Intervention Systems. Dr. Feldman’s goals for the day will center on building an effective RtI2 model:
1. Validation & Motivation: Explore the critical aspects of RtI2 and how they relate to overall improved secondary achievement.
2. Practical Strategies & Resources: Learn about tools to apply within your school setting to ensure all students receive effective tier 2/3 interventions who need them.
3. Information & Ideas: Consider information to investigate, inquire about, and explore beyond this session as your school continues to refine its RtI2 system.