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The Role of Administrators: From NECAP to the Common Core and New Assessments

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## The Role of Administrators: From NECAP to the Common Core and New Assessments

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**The Role of Administrators: From NECAP to the Common Core**and New Assessments January 21, 2011**From NECAP to the Next Generation Assessment Systems**• Here’s What . . . • The State Board of Education has adopted the Common Core State Standards (July 2010) • So what . . . • Implications and Impact in NH • CCSS & Assessment • Now what . . . • Implementation Timeline • Curricular transition and implementation**Here’s What: The State Board Adopted the CCSS**• Founding organizations • National Governors Association • Council of Chief State School Officers (Commissioners) • Development Process • Writing Team – Feedback Groups - Validation Teams • Duration – June 2009 to June 2010 • Product • Standards in Reading, Writing, Listening, Speaking, and Language across content areas • Standards for Mathematics • Appendix documents for both**Key Features:English/Language Arts**• Not just for ELA teachers- an integrated model • Across all content areas • Begins with 10 College and Career Ready Anchor Standards • Format mirrors NH • Organized K-5 and 6-12 • Brings the focus back to speaking, listening, and viewing • Appendix documents (A, B, C)**Overview of Reading Strand**Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated • Standards for Reading Foundational Skills (K-5) • Reading Standards for Literature (K-12) • Reading Standards for Informational Text (K-12) • Reading Standards for Literacy in History/Social Studies (6-12) • Reading Standards for Literacy in Science and Technical Subjects (6-12)**Overview of Writing Strand**• Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts • Focus on the use of reason and evidence to substantiate an argument or claim • Emphasize ability to conduct research – short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)**Overview of Speaking and Listening and Language Strands**Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language • Include conventions for writing and speaking (See Appendix A) • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading • To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the standards.**Overview of Standards for History/Social Studies, Science,**and Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary**Key Features: Mathematics**• Learning progressions that follow how students learn concepts • Understanding the mathematics AND procedural skill are equally important • “processes and proficiencies” from the NCTM process standards & Adding It Up • 8 mathematical practices are the same throughout the grades • Standards for content vary by grade • Mastery of standards through grade 7 prepares students for algebra in grade 8 • Appendix A: Model Pathways for HS Courses**K-8 Math: Each grade includes an overview of cross-cutting**themes and critical areas of study**Format of K-8 Mathematics StandardsDomains:overarching ideas**that connect topics across the gradesClusters:illustrate progression of increasing complexity from grade to grade Standards:define what students should know and be able to do at each grade level**Overview of High School Mathematics Standards**The high school mathematics standards: • Call on students to practice applying mathematical ways of thinking to real world issues and challenges • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions • Identify the mathematics that all students should study in order to be college and career ready.**Format of High School Mathematics Standards**Each content category includes an overview of the content found within it**Model Course Pathways for Mathematics**Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study. MathematicsIII Algebra II Geometry Mathematics II Algebra I Mathematics I Traditional Pathway Typical n U.S. Integrated Pathway Typical outside of U.S. .**So what?Implications and Impact in NH**• Similarities to NH • In ELA – text complexity, format, informational text, across content areas • In Math – Quantitative Literacy, algebra throughout, explanation of format • Differences • In ELA – more specific at K-2, grammar emphasis, more media literacy • In Math – more procedural, less constructivist**So what?CCSS and Assessment**• Transition • Over the next five years: NECAP based on current Frameworks and GLEs through 2013-14 • Assessment consortia need to define performance standards • Alignment • Process began this summer to look at gaps and matches and grade differentials • Focus groups held to review analysis and get input on implementation plans • NH Team working with 40+ other states to plan implementation • Implementation • TAKE IT SLOW! • NECAP in place for three more administrations • Toolkit for administrators & curriculum leaders in development – will post February 1**Now what?Transition Timeline**2010 – 2011 NECAP as usual • Begin review of standards – Use Toolkit • NECAP Management Team releases plan to principals in April 2011 2011 – 2012 NECAP as usual 2012 – 2013 NECAP (with transitional items) 2013 –2014 final NECAP (best possible transitional test) 2014 - 2015 no fall NECAP test • NECAP Science remains • New assessments based on CCSS**Where to**Begin?http://www.education.nh.gov/spotlight/k12_ccss.htm • Read: the Introduction sections of both content areas • Read: Application of CCSS for ELLs • Read: Application to Students with Special Needs • In ELA: Start with Appendix A (the research , explanation of text complexity, distribution of emphasis, and foundational skills) • In Math: be sure Mathematical Practices are in place