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7:45-8:00/Enjoy juice, rolls and catching up with each other… 8:00-8:20/Introduction of Pat Lotspeich. School Improvement Preparation for NeSA -R and NeSA -M January 9, 2012. Facilitator: Debbie Schraeder, ESU#3. Holiday Break… in Numbers!. - PowerPoint PPT Presentation
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7:45-8:00/Enjoy juice, rolls and catching up with each other…
8:00-8:20/Introduction of Pat Lotspeich
Facilitator:Debbie Schraeder, ESU#3
School Improvement Preparation for NeSA-R and NeSA-M
January 9, 2012
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Share the highlights of your break that includes using numbers.
Be creative!Post as Anonymous on Wallwisher at http://www.wallwisher.com/wall/ElkhornNeSA
Try to guess who posted what…
Holiday Break… in Numbers!
AgendaK-5: Facilitate Learning in Relation to:
• Standards Instructional Tool (SIT)- Math and Reading Glossaries
Grades 2-5: Facilitate Learning in Relation to:• Table of Specifications (TOS) • Performance Level Descriptors (PLDs)• Indicator Summary Reports • Reference Sheets• Practice Tests
Grades K-1: Facilitate Learning in Relation to:• Math Manipulative Ideas• SMARTBoard Activities• Guided Math
Resources/ Recognition• Nebraska Department of Education
Pages, links, PPTs
• ESU 10/ Understanding NeSAPodcast
•ESU 6/Standards Format Explanation
•Jim Brink and Bill Menousek, ESU3tv
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NeSA Academy Math Wikihttp://esu3nesa-academy.wikispaces.com/NeSA-Math
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NUMBER SENSE CONCEPTS: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
GEOMETRIC CONCEPTS AND MEASUREMENT CONCEPTS: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.
ALGEBRAIC CONCEPTS: Students will communicate algebraic concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.
DATA ANALYSIS/PROBABILITY CONCEPTS: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems and make connections within mathematics and across disciplines.
Nebraska Mathematics Standards
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K-12 Comprehensive Content Standard in each section reflects the broad learning standards for students related to mathematics.
NUMBER SENSE CONCEPTS: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
GEOMETRIC/MEASUREMENT CONCEPTS: Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
ALGEBRAIC CONCEPTS: Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
DATA ANALYSIS/PROBABILITY CONCEPTS: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
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Tiers of Specificity
K-12 Comprehensive Content StandardsIdentify broad K-12 learning standards for studentsrelated to mathematics
Grade Level StandardsStatements that identify what studentsknow and be able to do by the end of each identified grade
Curricular Indicators Examples that further define what a student should learn at each specified grade level
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Standards Numbering System
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Determined by Local School Districts/ Classroom Teachers
Determined by State Board Guidance for Districts, Schools, and Teachers
Determined by State BoardRequired for all
Standards Curriculum Instruction
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SIT/Glossary Scavenger HuntFor your grade level:
◦Think of vocabulary words with which your students struggle.
◦Are they in the glossary? If so, does the definition match your understanding of the word?
◦What is interesting?◦What do you have questions about?
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Manchester NeSA-R Data- this is OUR Data
We will look more in-depth to see what subscore and indicator performance looks like…
We ALL have a part in the success and/or struggles in each grade level.
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Manchester NeSA-M Data- this is OUR Data
We will look more in-depth to see what subscore and indicator performance looks like…
We ALL have a part in the success and/or struggles in each grade level.
Divide Group
Grades 2-5: Facilitate Learning in Relation to:• Table of Specifications (TOS) • Performance Level Descriptors (PLDs)• Indicator Summary Reports • Reference Sheets• Practice Tests
Grades K-1: Facilitate Learning in Relation to:• Guided Math• SMARTBoard Activities• Math Manipulative Ideas
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NeSA is . . . Administered during the spring of the
year.
Based on Tables of Specification and Performance Level Descriptors.
Built upon the best thinking of Nebraska educators, national experts, and a worthy partner – Data Recognition Corporation.
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Table of Specifications
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Webb’s Depth of Knowledge
• Level 1 Recall
• Level 2 Skill/Concept
• Level 3 Strategic Thinking
• Level 4 EXTENDED THINKING
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Depth of Knowledge
• Focuses on content standard in order to successfully complete an assessment/standard task.
• Descriptive, not a taxonomy
• Not the same as difficulty
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• Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)
• Provides cognitive processing ceiling (highest level students can be assessed) for item development
Why Depth of Knowledge?
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• The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.
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Same verb—three DOK levels
• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)
• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)
• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)
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Remember…
• Depth of Knowledge (DOK) is a scale of cognitive demand.
• DOK requires looking at the assessment item/standard-not student work-in order to determine the level. DOK is about the item/standard-not the student.
• The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen.
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Depth of KnowledgeGrade Level Practice
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Performance Level Descriptors
What are . . .
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Goals for Instruction
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Accommodation Guides
What are . . .
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Where do we find the content components of NeSA?
www.education.ne.gov/Assessment
Tables of SpecificationPerformance Level
DescriptorsAccommodations GuidesWebb’s DOK documents
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PERFORMANCE LEVELS - three possible categories of student performance on NeSA
NeSA Performance LevelsExceeds the StandardsMeets the StandardsBelow the Standards
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Cut score processes:
Contrasting Group Method – 400+ teachers Bookmark Method – 100+ teachers State Board of Education Reviewed
Examined results of both processesExamined NAEP and ACT results for NebraskaMade decisions within recommended range at
public meeting
How are performance levels determined?
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NeSA (CRT) vs. NRT ?--Differences--
Purposes: NeSA is intended to match and measure identified
standards and instruction.NRT is not intended to measure any state’s
standards. The intention is to compare students to each other.
Item Development:NeSA items with exact match to the standards –
NDE had to prove the match with an independent alignment study
NRT – No standards to match – matches inherent and previous knowledge, enriched homes, pre-skills.
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NeSA (CRT) vs. NRT ?
--Similarities—All the psychometric steps – standard setting
(Bookmark, Angoff, Contrasting Group)Reliabilities – KR 20-21 / Inter-rater ReliabilitiesDescriptive Statistics (Item P-values, Dif-analysis)
Administration:Both standardized – are generally administered
the same way.
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NeSA REPORTSIndividual Student ReportSchool Student RosterSchool Indicator SummarySchool Performance Level SummaryDistrict Reading Indicator SummaryDistrict Performance Level SummaryDistrict Report of School Performance
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Questions for Consideration
What can we learn from this report?
Do we have other data to support these results?
What are the implications of this report?
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Individual Student Report
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School Student Roster
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School Indicator Summary
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School Performance Level Summary
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District Reading Indicator Summary
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District Performance Level Summary
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District Report of School Performance
How do we use NeSA data?
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o Curriculum alignment process: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?
Use NeSA Data to inform . . .
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Test preparation processes.Examine PLDs and Tables of Specification.Do our students have opportunity to learn the
tested indicators?How are they performing on the indicators on a
day-to-day basis?Are we assessing them locally?
Use NeSA Data to inform . . .
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NeSA Crosswalk
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What Did We Learn?
Grades 2
Grades 3
Grades 4
Grades 5
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NCTM- SupportingNeSA Math
What’s on the test? Find out! What math content is being assessed? How much of the test is comprised of computation, word problems, and open-response? Look at copies of released items to get an understanding of what is needed to be successful. Share them with your students so that they can get a sense of the time constraint.
Final Tip:
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Practice Tests
Have our students used practice tests?Are our students familiar with the testing
tools? Reference sheets?Are we familiar with appropriate
accommodations?
Use NeSA Data to inform . . .
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January 23 - February 10, 2012 - NeSA Writing Testing Window
March 26-May 4, 2012 - NeSA Mathematics, Reading and Science Testing Window
Dates to Keep in Mind
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What Did We Learn?Grades 2-5 in Relation to:
• Table of Specifications (TOS) • Performance Level Descriptors (PLDs)• Indicator Summary Reports • Reference Sheets• Practice Tests
Grades K-1 in Relation to:• Math Manipulative Ideas• SMARTBoard Activities• Guided Math
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NeSA results ARE an important data source!
When combined with other information, these data can
support curricular, instructional, and learning support decision
making.--It’s all about the
Continuous Improvement
Process!
Commit to data analysis as a continuous process, not an event. (Reeves, 2009)
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Data SourcesEXPLORE/PLAN/ACT AIMSweb
DIBELS Gates MacGinitie Reading Theme Tests Chapter Tests
Measures of Academic Progress Developmental Reading Assessments (DRAs)
Curriculum-Based Measurement Teacher ObservationRunning Reading Records Student Projects
Nebraska schools have many sources of data:
Each assessment tool has a purpose and a role in the big picture of Continuous Improvement!
Commit to data analysis as a continuous process, not an event. (Reeves, 2009)
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Commit to data analysis as a continuous process, not an event. (Reeves, 2009)
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Keep Informed Mathematics Curriculum
NeSA-M
Mathematics Standards
deb.romanek@nebraska.gov
Debbie Schraeder, ESU#3dschraeder@esu3.org 402-597-4865
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