presenter: aimee copas [email protected] 701-258-3022
TRANSCRIPT
My Family
Aliya Shannon & Aliya
Personal Growth
People Skills
The Basics
95% of success is determined by your personal growth
Be coachable and teachable Desire to get better Don’t ask for the task to be easy, as for it to
be worth it. It is NOT about looking for perfection – it IS
about getting the job done well with results.
When you’re green you’re growing when you’re ripe you’re
rotten
We are all in some form of sales. Limited quality personal contact with administration
and trainers due to time and staffing constraints. Requires high intellect, specific knowledge Overload of information Limited amount of balanced/accurate information Administrator plays many roles
Dependency for information, coaching, feedback, morale support, ego nutrition, affirmation, feedback, compensation, counseling, career advancement/development
Unique Characteristics of Our School Teams
Research also shows that people who are academically successful are: more stable in their employment; more likely to have health insurance; less dependent on public assistance; less likely to engage in criminal activity; more active as citizens and charitable
volunteers; and more healthy.
Why is Student Success Important?
Photo provided by UND
• New standards for English language arts and math adopted in June 2010 by the National Governors’ Association and the Council of Chief State School Officers.
• North Dakota statewide committees of content and instructional experts studied and reviewed CCSS from June 2010 – April 2011.
• ND committees vote unanimously on April 6, 2011 to adopt the CCSS.
• Dr. Wayne G. Sanstead, State Superintendent, officially signs adoption of CCSS on June 20, 2011.
Adoption of Common Core State Standards
Why is the Common Core State Standards Initiative
important?
High standards that are consistent across states provide teachers, parents, and students with a set of clear expectations that are aligned to the expectations in college and careers.
The standards promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad.
Unlike previous state standards, which were unique to every state in the country, the Common Core State Standards enable collaboration between states on a range of tools and policies, including:
What does Student Success have to do with
the Common Core?
The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
Why the Common Core?
The nation’s governors and education
commissioners, through their representative organizations the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) led the development of the Common Core State Standards and continue to lead the initiative.
Teachers, parents, school administrators, higher education and experts from across the country together with state leaders provided input into the development of the standards.
Who Led the Initiative?
5 Myths about the Common Core State
StandardsMyth 1 – The Common Core State Standards are a national curriculum.
* This was created by the states for the states, encompassing the best of the standards that were already being utilized around the country.
Myth 2 – The Common Core State Standards are an Obama administration initiative.
Myth 3 – The Common Core Standards represent a modest change from current practice.
Myth 4 – States cannot implement the Common Core standards in the current budget climate.
Myth 5 – The Common Core State Standards will transform schools.
CCSS is not this
It shouldn’t be this either
“Leadership is the art of accomplishingmore than the science of management
says is possible.”
General Colin Powell
October 2013 Last administration of NDSA
Fall 2013 – Fall 2014
Inventory of Technology Readiness in North Dakota
Spring 2014(dates TBD)
Voluntary Field Testing of Online Smarter Balanced Assessment
Fall 2014 Determine % of students that will take assessment online vs. paper
Spring 2015 First administration of common core state assessment(may be a hybrid of online & paper)
Summer 2015 Accountability metrics for student, school, district, and state performance
Assessment Planning Schedule
Smarter BalancedAssessment Consortium
All children deserve an education that prepares them
to take advantage of the wide array of career and education options available after high school.
SBAC is an educator led consortium of states that helps schools fulfill this mission by providing high-quality assessments of student progress toward meeting the high expectations defined in the CCSS.
As a state-led organization comprised of K-12 and higher education leaders and educators, SBAC strives for quality, innovation, transparency, efficiency, and fairness in the development of formative, interim, and summative assessment system to improve teaching and learning and to support accountability.
SBAC Mission
SBAC is a recognized national leader in the
development of next-generation adaptive assessments. Recognized as valid, reliable and fair in the assessment of the
CCSS Maintains industry-leading research and development
infrastructure that ensures continuous improvement. Majority of member states postsecondary institutions recognize
this assessment as evident of student readiness for college credit bearing coursework.
Defines standards for a robust community of vendors and software developers supporting the implementation of SBAC assessments.
Active membership of 21 or more states. Operates on self-sustaining basis by 2016
SBAC Vision
Go to PDF file….
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Claim #1 – Reading
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
Claim #2 – Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.”
Claim #3 – Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.”
Claim #4 – Research/Inquiry “Students can engage in research and inquiry to investigate
topics, and to analyze, integrate, and present information.”
Claims for the English Language Arts/Literacy Assessment
Claim #1 – Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency
Claim #2 – Problem Solving “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim #3 – Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Claim #4 – Modeling and Data Analysis “Students can analyze complex, real-world scenarios and can construct
and use mathematical models to interpret and solve problems.”
Claims for Mathematics Assessment
English Language Arts
# Claims Example of Weights
1 Reading % (TBD)
2 Writing % (TBD)
3 Speaking/Listening
% (TBD)
4 Research % (TBD)
Total Composite
100%
Scores Reported for Individual Students
Mathematics
# Claims Example of Weights
1 Concepts & Procedures
% (TBD)
2&4 Problem Solving & Modeling/Data Analysis
% (TBD)
3 Communicating Reasoning
% (TBD)
Total Composite 100%
1: Minimal Command2: Partial Command3: Sufficient Command
(Proficiency)4: Deep Command
Achievement Levels ~ Area Where Cut Scores Will Be Set
Grade 11 achievement levels used to determine content readiness for college & career
Test Type Grades CAT Perf Task Only
Total In-Class Activity
Total
English Language Arts/Literacy
3 – 5 1:30 2:00 3:30 :30 4:00
6 – 8 1:30 2:00 3:30 :30 4:00
11 2:00 2:00 4:00 :30 4:30
Mathematics 3 – 5 1:30 1:00 2:30 :30 3:00
6 – 8 2:00 1:00 3:00 :30 3:30
11 2:00 1:30 3:30 :30 4:00
Combined 3 – 5 3:00 3:00 6:00 1:00 7:00
6 – 8 3:30 3:00 6:30 1:00 7:30
11 4:00 3:30 7:30 1:00 8:30
Estimated Testing Times
Times are estimates of test length for most students. Smarter Balanced assessments are designed as untimed tests; some students may need and should be afforded more time than shown in this table.
Technology Readiness Tool (TRT) Used to determine which schools
and/or grades will require a paper assessment in the first year (Spring 2015)
EduTech supporting TRT project Participation needed from all
districts
Technology Readiness
Available online at
www.smarterbalanced.org Grades 3–8 and 11 Follows a test blueprint similar to the
blueprint intended for the operational test, making the Practice Test experience an abbreviated but similar experience to the assessment in 2015
Afford teachers, administrators, and parents access to items planned and designed for the Smarter Balanced assessment
Practice Test
Resources and Documentation
Manuals and User Guides Classroom Activities Scoring Guides
Accommodations Braille Text to speech
By fall 2013, the Practice Tests will be augmented with additional features, including: Performance tasks for mathematics (including classroom-based
activities) Classroom-based activities for ELA/literacy performance tasks in
selected grades Scoring rubrics American Sign Language translation and other accommodation and
accessibility tools.
Practice Test
Explore the Smarter Balanced Practice Tests
To log in to the Practice Test, simply select “sign in” or “okay” to move through the pre-filled log in screens.
Important Limitations: The Practice Tests provide a preview of the Smarter Balanced assessments, but they do not encompass the full range of content that students will encounter on the spring 2014 Field Test or on the operational assessments, and should not be used to guide instructional decisions. In addition, students and teachers will not receive reports or scores from the Practice Tests. Although the operational assessment system will be computer adaptive, the Practice Tests follow a fixed-form model.
By fall 2013, the Practice Tests will be augmented with additional features, including: Performance tasks for mathematics (including classroom-based activities); Classroom-based activities for ELA/literacy performance tasks in selected grades; Scoring rubrics; and American Sign Language translation and other accommodation and accessibility tools. Development of the Smarter Balanced Assessment System will continue after the
release of the Practice Tests and through summer 2014 in collaboration with member states and educators.
Practice Test Cont…
Director of AssessmentGreg Gallagher701-328-1838 or at [email protected]
General Assessment Robert Bauer
701-328-2224 or at [email protected]
Alternate AssessmentDoreen Strode701-298-4637 or at [email protected]
English Language LearnersKerri Whipple701-298-4638 or at [email protected]
Department of Public InstructionAssessment Contact Information