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1 Instructional Strategies for 21 st Century Content Standards and Objectives Designed for NAEP sampled schools October 7 and 8, 2008.

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Presentation on theme: "1 Instructional Strategies for 21 st Century Content Standards and Objectives Designed for NAEP sampled schools October 7 and 8, 2008."— Presentation transcript:

1 1 Instructional Strategies for 21 st Century Content Standards and Objectives Designed for NAEP sampled schools October 7 and 8, 2008

2 2 Be Courteous to Others Please Silence Your Cell phones

3 3 Welcome and Introductions

4 4 Office of Instruction Carla Williamson, Executive Director Marty Burke, Assistant Director-Science Terry Reale-Reading Lou Maynus-Mathematics Lynn Baker-Mathematics Robin Anglin-Science

5 5 Office of Assessment Jan Barth, Executive Director Vickie Baker-Science Allegra Kazemzadeh-Reading Sonya White-Mathematics Jason Perdue-Technical Support Kris Smith-Registration

6 6 West Virginia and National Performance Jan Barth, Executive Director Office of Assessment and Accountability

7 Reading Grade 4 West Virginia scored 5 points lower than the national average in West Virginias average scale score did not change from 2005 to 2007.

8 Reading Grade 4 West Virginia-- Percent At Achievement Level* Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level* National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring below basic and increased the percent scoring proficient from 2005 to National Public reduced the percent of students scoring below basic and increased the percent scoring basic from 2005 to * Percent may not sum to 100% due to rounding.

9 Reading Grade 8 West Virginia scored 6 points lower than the national average in West Virginias score did not change from 2005 to 2007.

10 Reading Grade 8 West Virginia-- Percent At Achievement Level* Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level* National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring below basic and increased the percent of students scoring proficient from 2005 to National public reduced the percent of students scoring below basic and advanced and increased the percent scoring basic and proficient from 2005 to * Percent may not sum to 100% due to rounding.

11 Mathematics Grade 4 West Virginia scored 3 points lower than the national average in West Virginias average scale score increased by 5 points from 2005 to 2007.

12 Mathematics Grade 4 West Virginia-- Percent At Achievement Level* Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level* National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring below basic and basic and increased the percent scoring proficient and advanced from 2005 to West Virginia reduced the percent of students scoring below basic and basic and increased the percent scoring proficient from 2005 to * Percent may not sum to 100% due to rounding.

13 Mathematics Grade 8 West Virginia scored 10 points lower than the national average in West Virginias average scale score increased 1 point from 2005 to 2007.

14 Mathematics Grade 8 West Virginia-- Percent At Achievement Level Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring below basic and increased the percent scoring basic and advanced from 2005 to National Public reduced the percent of students scoring below basic and increased the percent scoring proficient and advanced from 2005 to * Percent may not sum to 100% due to rounding.

15 Science Grade 4 West Virginia scored 2 points higher than the national average in West Virginias average scale score increased 2 points from 2000 to 2005.

16 Science Grade 4 West Virginia-- Percent At Achievement Level Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring below basic and advanced and increased the percent scoring basic and proficient from 2000 to * Percent may not sum to 100% due to rounding. National Public reduced the percent of students scoring below basic and advanced and increased the percent scoring basic and proficient from 2000 to 2005.

17 Science Grade 8 West Virginia scored at the national average in West Virginias average scale score increased 1 point from 2000 to 2005.

18 Science Grade 8 West Virginia-- Percent At Achievement Level* Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level* National Public Below BasicBasicProficientAdvanced West Virginia did not change the percent of student at each achievement level from 2000 to National Public increased the percent of student scoring at basic and decreased the percent scoring at proficient and advanced from 2000 to * Percent may not sum to 100% due to rounding.

19 Writing Grade 8 West Virginia scored 8 points lower than the national average in West Virginias average scale score increased 2 points from 2002 to 2007.

20 Writing Grade 8 West Virginia-- Percent At Achievement Level Below BasicBasicProficientAdvanced National Public-- Percent At Achievement Level National Public Below BasicBasicProficientAdvanced West Virginia reduced the percent of students scoring at basic and advanced and increased the percent scoring at basic and proficient from 2002 to National public reduced the percent of student scoring below basic and increase the percent scoring basic and proficient from 2002 to * Percent may not sum to 100% due to rounding.

21 21 Drilling Down to the Rigor of the CSOs for Optimal Performance Carla Williamson, Executive Director Office of Instruction

22 Understanding Revisions to the W V Content Standards and Objectives

23 Depth of Knowledge Level 1 – Recall, recognition. Skill a behavior or sequence of behaviors learned through practice and easily performed Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

24 RELA CSO Comparison – Grade 4 Previous Policy RLA Determine a purpose for reading across the curriculum Revised Policy 07/01/08 RLA.O determine authors purposes in literary and informational texts and use supporting material to justify authors intent: –To persuade –To entertain –To inform –To determine a specific viewpoint

25 Mathematics CSO Comparison Grade 3 Previous Policy MA compare and order fractions with like and unlike denominators using concrete models. Revised Policy M.O create concrete models and pictorial representations to compare and order fractions with like and unlike denominators, add and subtract fractions with like denominators, and verify results.

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28 28 NAEP Resources Vickie Baker NAEP State Coordinator

29 29 What is NAEP Continuing assessment of what Americas student know and can do Conducted in a variety of subjects -Reading-U.S. History -Mathematics-Economics -Science-Civics -Writing-Geography -the Arts-World History Red textNAEP performance is measured and reported by state, as well as national.

30 30 How are the NAEP results used? Shape policy – Increased rigor of Content Standards and Objectives Inform public – Provide insight into the effectiveness of our education system

31 31 Shaping Policy In 2005, West Virginias NAEP scores did reflect the same progress as WESTEST. Process began to examine Content Standards and Objectives and aligned assessments, Westest. The results of this examination and subsequent revisions are the 21 st Century Content Standards and Objectives and revisions are reflected into 21 st century assessment, Westest 2. NAEP results do impact your classroom via the policies they shape.

32 32 Focus of the Meeting Instructional Strategies to address increased rigor of Content Standards and Objectives Key to Increasing Student Learning and Achievement

33 33 NAEP Resources NCES developed materials – – NAEP released items available at Google Site for NAEP 2009 – – Contains sample assessments using NAEP items

34 34 Overview of the Day Grade 4 Three sessions – ReadingDenise White – MathematicsLynn Baker – Science-Marty Burke Grade 8 Reading Terry/Sandy F – Same session all day Mathematics Lou Maynus Science Robin Anglin – Switch session after lunch Your first session is indicated on your name tag. Follow the agenda.

35 35 Lunch Grade 4 11:30-12:30 Grade 8 12:10-1:10 Questions regarding NAEP contact Vickie Baker


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