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

Individual Student Report 28

School Student Roster 29

School Indicator Summary 30

School Performance Level Summary32

Step 1:Define the

SituationWhat can we learn from each report?

What is the data telling us (strengths and concerns)?

Step 2:Establish

hypothesesWhy are we getting these results?

Step 3:Verify / Refute

HypothesesDo we have other data to support these results?

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…

Adolescent Literacy Series

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.

Please complete the evaluation!Start at the esu6la wikispace on the Language Arts Days page (toward the bottom of today’s agenda).

Future Session:• February 8