1.  http://www.edsource.org/sch_naepguide.html http://www.edsource.org/sch_naepguide.html How to gather NAEP performance data The 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.State Comparisons  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.NAEP Data Explorertutorial

2.  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

3.  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

4.  Common Core State Standards CCSSO 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.Common Core State Standards http://www.corestandards.org

5. 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

6.  Assessment: ◦ Assessment of the common core state standards is currently being developed by PARCCPARCC ◦ 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.

7. 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

8.  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.

9.  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 inherent complexity of text Variables specific to readers

10.  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.

11. College and Career Readiness This 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!”

12. KINDERGARTEN GRADE ONE GRADE TWO GRADE THREE GRADE FOUR GRADE FIVE GRADE SIX GRADE SEVEN GRADE EIGHT GRADES NINE AND TEN GRADES ELEVEN AND TWELVE INCREASING DEPTH AND BREADTH OF COMPLEXITY COLLEGE AND CAREER READINESS COLLEGE AND CAREER READINESS

13. Choose one anchor standard Follow it’s progression through the grades Fill in the staircase with the standard you chose Highlight 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 ?

14. CORE STANDARDS FOR MATHEMATICS

15. 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.

16. 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.

17. High School Conceptual Category Domain Cluster Standards K-8 Grade Domain Cluster Standards (No pre-K Common Core Standards)

18.  Overarching “big ideas” that connect topics across the grades  Descriptions of the mathematical content to be learned, elaborated through clusters and standards

19.  Content statements  Progressions of increasing complexity from grade to grade

20.  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

21.  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

22.  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

23.  CCSS- Myth vs. Facts http://www.corestandards.org/about-the-standards/myths-vs-facts

24.  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.

25.  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

26.  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.

27.  Data Analysis Tool ◦ Descriptive Statistics  Conditional Formatting