http://www.edsource.org/sch_naepguide.html

How to gather NAEP performance dataThe National Center for Education Statistics (NCES) offers two handy

tools for gathering assessment data NAEP. The simpler tool, State Comparisons, allows users to compare all

50 states' test results with just a few clicks. Select the grade, subject, year(s), display options, and student group to compare, and results pop-up in a table. Results can be sorted by several variables, with statistically significant differences noted as applicable.

The more robust tool, NAEP Data Explorer, is a dynamic database that lets users create custom queries to produce statistical tables and graphics. The NAEP Data Explorer has three different versions: main NAEP, long-term trend NAEP, and the High School Transcript Study. A tutorial helps users get oriented to all the features available with the NAEP Data Explorer.

Standards are meaningless until you define how you will assess them.

Assessment are not the end of teaching and learning process; they’re the starting point.

Common Core Standards

Advantages of Interim Assessments◦ Road map for instruction◦ Improvement in teaching◦ Targeted Focus◦ Accountability◦ Visibility◦ Checking for Understanding w/o teacher support◦ Preparing students for high-stakes assessment

Common Core State StandardsCCSSO and National Governors Association Center for Best

Practices (NGA Center) have released a set of state-led

education standards, the Common Core State Standards. The

English-language arts and mathematics standards for grades

K-12 were developed in collaboration with a variety of

stakeholders including content experts, states, teachers,

school administrators and parents. The standards establish

clear and consistent goals for learning that will prepare

America's children for success in college and work.

http://www.corestandards.org

Fewer, clearer, higher: ◦ produce a set of fewer, clearer and higher standards. ◦ translatable to and teachable in the classroom. ◦ cover only those areas that are critical for student success◦ Scaffolded and developmental

Internationally benchmarked: ◦ informed by the content, rigor and organization of standards of

high-performing countries and states ◦ all students are prepared to succeed in a global economy and

society.

Special populations: ◦ the inclusion of all types of learners was a priority◦ Recognized that special populations may require additional time and

appropriate instructional support with aligned assessments ◦ selected language intended to make the standards documents

accessible to different learners

Assessment: ◦ Assessment of the common core state standards is currently being

developed by PARCC◦ Standards will ultimately be the basis for an assessment system that would

include multiple measures of student performance. ◦ Attention will be turned to creating a high quality system of measurement

that would include proper incentives for teachers to teach these standards ◦ A variety of assessments must be created to reinforce teaching and learning

tied to the agreed upon expectations.

Standards and curriculum: ◦ Standards are not curriculum. ◦ This initiative is about developing a set of standards that are common across

states. ◦ The curriculum that is developed will continue to be a local responsibility (or

state-led, where appropriate). ◦ The curriculum could become more consistent from state to state based on

the commonality of the standards◦ There are multiple ways to teach these standards, and therefore, there will

be multiple approaches that could help students accomplish the goals set out in the standards.

Fewer, clearer, more rigorous Aligned with college readiness expectations Include rigorous content and application of

knowledge through higher order thinking skills Built upon strengths and lessons of current state

standards Internationally benchmarked so that all students

are prepared to achieve in a global society Evidence and/or research based

Introduction Comprised of Three Main Sections• One Comprehensive K-5• One ELA content area specific sections for 6-12 and • One History/Social Studies, Science, Technical Subjects content

section for 6-12 Each Section is divided into Strands• K-5 and 6-12 are Reading, Writing, Listening and Speaking and

Language• The 6-12 History/Social Studies, Science, Technical Subjects

section focuses on Reading and writing only Each Strand is headed by College and Career Readiness

Anchor Standards that is identical across all grades and content areas--where we want the children to be at the end of Grade 12.

Measuring Text Complexity: Three Factors◦ Qualitative Evaluation of the Text- Best measured

or only measurable by an attentive human reader, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands

◦ Quantitative Evaluation of the Text- refers to word length or frequency, sentence length and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently: readability measures

◦ Matching Reader to Text and Task- Reader variables such as motivation,knowledge and experiences and task variables such as purpose and the complexity generated by the task assigned and the questions posed

inherentcomplexity of text

Variablesspecific to readers

The depth and breadth of understanding of the standard increases with each grade level.

The end expectation, college and career readiness, is made clear right from the very beginning and actually starts the document off.

This readiness is a major goal of education.

College and Career ReadinessThis is where we want to be!!

“Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text!”

KINDERGARTEN

GRADE ONE

GRADE TWO

GRADE THREE

GRADE SIX

GRADE SEVEN

GRADE EIGHT

GRADES NINE AND TEN

GRADES ELEVEN AND TWELVE

INCREASIN

G DEPT

H AND B

READTH OF C

OMPLEXITY

COLLEGE AND CAREER READINESS

COLLEGE AND CAREERREADINESS

Choose one anchor standardFollow it’s progression through the gradesFill in the staircase with the standard you choseHighlight the language that indicates increasing complexity

Discuss

What are the implications for the principal in shaping this work at the school?

What are the implications for these understandings in the classroom?

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

High School

Conceptual Category

Domain

Cluster

Standards

K-8

Grade

Domain

Cluster

Standards

(No pre-K Common Core Standards)

Overarching “big ideas” that connect topics across the grades

Descriptions of the mathematical content to be learned, elaborated through clusters and standards

Content statements

Progressions of increasing complexity from grade to grade

May appear in multiple grade levels with increasing developmental standards as the grade levels progress

Indicate WHAT students should know and be able to do at each grade level

Reflect both mathematical understandings and skills, which are equally important

The big ideas that connect mathematics across high school

A progression of increasing complexity Description of the mathematical content to be

learned, elaborated through domains, clusters, and standards

For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics

For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making

www.nctm.org/cfp

www.nctm.org/FHSM

CCSS- Myth vs. FactsCCSS- Myth vs. Factshttp://www.corestandards.org/about-the-standards/myths-vs-facts

Root Cause Analysis Root cause analysis used reactively to investigate an

adverse event that already occurred or proactively to analyze and improve process and systems before they break down.

Criteria to determine a root cause…◦ Would the problem have occurred if cause had

not been present?◦ Will the problem reoccur if the cause is corrected?◦ Will correction/dissolution of the cause lead

similar events? Discuss in groups

The deepest underlying cause, or causes, of positive or negative symptoms within any process that, if dissolved, would result in elimination, or substantial reduction, of the symptom.

Discuss positive and negative symptoms identified at your schools.

Data Analysis Tool ◦ Descriptive Statistics

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