Prioritizing Instruction for Success on the Next Generation Assessments

July 21, 2011 | 4:00-5:00 EST

Dr. Linda LuceyExecutive Director, Program Design

International Center for Leadership in Education

Linda@Leadered.com | 518-723-2077

Developed in Partnership with SPN

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Prioritizing Instruction for Success on the Next Generation Assessments

Dr. Linda Lucey

Executive Director, Program Design

International Center for Leadership in Education

Linda@Leadered.com | 518-723-2077

Developed in Partnership with SPN

About Linda Lucey•Executive Director, Program Design

–Model Schools Conference Program Chair–Content Development

•Former Experience–Chief Academic Officer of Successful Practices Network

–Center for Initiatives in Pre-College Education, Rensselaer Polytechnic Institute

–Math Teacher

•Doctorate in Curriculum and Instruction

Agenda

•Overview•Functionality & How to use it with teachers/instructional leaders–Alignment Search–Sample Next Generation Assessments–Workspaces

•Questions/Comments

Are your students ready for the CCSS?

Are your students ready for the CCSS?

How do you know?

Common Core State Standards

•Fewer

•Clearer

•Higher

•Time intensive

•More detail

•Rigorous

What is next|navigator?

•Online Tool for Instructional Leaders and Teachers–Common Core State Standards Database–Your State Standards Database/Priority Rank

–Next Generation Assessment Database–Work Space to create original NGAs

ELA – Grade ?

Identify the purpose for writing (i.e. to entertain, to inform, to share experiences.)

Identify the audience for which a text is written.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. – Orient the reader by

establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

State Standard

Common Core State Standard

ELA – Grade 4

Identify the purpose for writing (i.e. to entertain, to inform, to share experiences.)

Identify the audience for which a text is written.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

State Standard

Common Core State Standard

State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.

Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.

Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

next|navigator support

•Fewer, clearer, higher

•Rigor/Relevance Framework

•Consultation with Sue Gendron

Teaching

Organ

izational

Lead

ersh

ip

Instructional

Leadership

Student Achievement

Rigor/Relevance Framework

Corestandards.org

Demo

300 Sample NGAs•Aligned to CCSS

–Task – toolkit–Scoring Guide–Student Work–Quadrant D–“Current”–Vary in duration–ELA, Math, Science, SS, Career/Tech Ed

My Work Spaces•My Work Spaces is an area that can be

organized and tailored for the user. •In this area, the user can:

–Create original next generation assessments aligned to common core state standards

–Organize next generation assessments in folders created by the user

–Update, view and delete next generation assessments saved in folders

–Archive any next generation assessments (including associated files and links)

Planning

Reflection•How well did the students master the standards?

•How can I modify my teaching to improve student achievement?–Shift vocabulary–Increase relevance–Assess more often

Assessment Consortia – PARCC and SMARTER Balanced

Appendix B – CCSS•Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]

•Students ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1]

Instructional Resources

Support

•Tutorial – downloadable PDF•Voice over animations•FAQs

Summary

•Alignment Search–Prioritize Standards

–Access 300 NGA

•My Work Spaces–Revise

–Build Your Own

–Archive

How do schools use it?•Annual subscription•Individual usernames/passwords

–With PLC work–With Job-embedded instructional coaching–Enhancement to SPN Membership

Benefits to SPN Enhancement

•Social Networking•Podcasts•Gold Seal Lessons•Successful Practices•Case Studies•Technical Bulletins

Annual Cost•One School: $975/school•Multi-School/District: $925/school•MSC Discount

Questions/Comments?

•Type into question section on the right hand side of your screen.

Prioritizing Instruction for Success on the Next Generation Assessments

Dr. Linda Lucey

Executive Director, Program Design

International Center for Leadership in Education

Linda@Leadered.com | 518-723-2077