7:45-8:00/Enjoy juice, rolls and catching up with each other…

1. 7:45-8:00/Enjoy juice, rolls and catching up with each other… • 8:00-8:20/Introduction of Pat Lotspeich

2. School Improvement Preparation for NeSA-R and NeSA-M January 9, 2012 Facilitator: Debbie Schraeder, ESU#3

3. Holiday Break… in Numbers! • 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…

4. Agenda • K-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

5. Resources/ Recognition • Nebraska Department of Education • Pages, links, PPTs • ESU 10/ Understanding NeSA • Podcast • ESU 6/Standards Format Explanation • Jim Brink and Bill Menousek, ESU3tv

6. NeSA Academy Math Wiki http://esu3nesa-academy.wikispaces.com/NeSA-Math

7. Nebraska Mathematics Standards PROBLEM SOLVING MULTIPLE REPRESENTATIONS 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. CONNECTIONS COMMUNICATION 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. REASONING

8. K-12 Comprehensive Content Standard in each section reflects the broad learning standards for students related to mathematics.

10. Tiers of Specificity • K-12 Comprehensive Content Standards Identify broad K-12 learning standards for studentsrelated to mathematics • Grade Level Standards Statements 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

11. Standards Numbering System

12. Standards Curriculum Instruction Determined by State Board Required for all Determined by State Board Guidance for Districts, Schools, and Teachers Determined by Local School Districts/ Classroom Teachers

13. Standards Instructional Tool(SIT)

14. SIT/Glossary Scavenger Hunt For 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?

15. Manchester NeSA-R Data- this is OUR Data

16. Manchester NeSA-M Data- this is OUR Data

17. 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

18. 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.

19. Table of Specifications

20. Webb’s Depth of Knowledge Level 1 Recall Level 2 Skill/Concept Level 3 Strategic Thinking Level 4 EXTENDED THINKING

21. 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

22. Why Depth of Knowledge? • 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

23. 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.

24. 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) Same verb—three DOK levels

25. 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.

26. Depth of Knowledge Grade Level Practice

27. What are . . . Performance Level Descriptors

28. Goals for Instruction

29. What are . . . Accommodation Guides

30. Where do we find the content components of NeSA? • www.education.ne.gov/Assessment • Tables of Specification • Performance Level Descriptors • Accommodations Guides • Webb’s DOK documents

31. PERFORMANCE LEVELS - three possible categories of student performance on NeSA ~NeSA Terminology~

32. How are performance levels determined? • Cut score processes: • Contrasting Group Method – 400+ teachers • Bookmark Method – 100+ teachers • State Board of Education Reviewed • Examined results of both processes • Examined NAEP and ACT results for Nebraska • Made decisions within recommended range at public meeting

33. 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.

34. NeSA (CRT) vs. NRT ? • --Similarities— • All the psychometric steps – standard setting (Bookmark, Angoff, Contrasting Group) • Reliabilities – KR 20-21 / Inter-rater Reliabilities • Descriptive Statistics (Item P-values, Dif-analysis) • Administration: • Both standardized – are generally administered the same way.

35. 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

36. 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?

37. Use the Reports Interpretive Guide!

38. Individual Student Report

39. School Student Roster

40. School Indicator Summary

41. School Performance Level Summary

42. District Reading Indicator Summary

43. District Performance Level Summary

44. District Report of School Performance

45. How do we use NeSA data?

46. Use NeSA Data to inform . . . • 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?

47. Use NeSA Data to inform . . . 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?

48. NeSA Crosswalk

49. What Did We Learn? Grades 2 Grades 3 Grades 4 Grades 5

50. NCTM- SupportingNeSA Math Final Tip: 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.