Language Arts Day!

1. Language Arts teachers are invited to gather at these sessions to study NeSA-Reading and NeSA-Writing data and use this information to consider how to continue to improve student achievement. In addition to the data analysis and NeSA updates, we will study recent research, pedagogy, and strategies directly related to language arts instruction. Language Arts Day! October 22, 2012

2. Purposes • Understand NeSAprotocol, resources, and results • Study NeSA results • Use data to inform decisions for improving student achievement • Study explicit instruction • design a skill/strategy lesson • Share experiences, tips, ideas • on-demand writing • participant choice

3. Getting Started • Introductions • Norms • Parking Lot • Wikispace: http://esu6la.wikispaces.org • Agenda • Handouts & Copies

4. NeSATesting • Think • A parent asks you to explain the purpose of the NeSAand the relevance of his child’s results. What is your response? • Pair • Someone with similar responsibilities • Share • 3-5 minutes

5. Interaction Sequence Ask all student the question. Pause (3+ seconds). Put students on-the-clock. “You have 2 minutes to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. Purposeful Selection: Call on students you have visited. Random Selection: Call on students so every student has an opportunity to be selected. Volunteer Selection: Allow volunteer responses. APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) • Conference with 1 or 2 pairs • Check student answers • Probe • Provide answers when missing

6. NeSA TestingFist-to-Five & Show Me! Study of 2012 NeSA-R, NeSA-W DAC Raw Score & Scale Score Percentile Rank Tables of Specifications (TOC) Standard Deviation

7. NeSA Reports What can we learn from this report? Do we have other data to support these results? What are the implications of this report?

8. NeSA REPORTS • Individual Student Report • School Student Roster • School Indicator Summary • School Performance Level Summary • District Reading Indicator Summary • District Performance Level Summary • District Report of School Performance

9. Individual Student Report

10. School Student Roster

11. School Indicator Summary

13. School Performance Level Summary

14. Step 1:Define the Situation What can we learn from each report? What is the data telling us (strengths and concerns)?

15. Step 2:Establish hypotheses Why are we getting these results?

16. Step 3:Verify / Refute Hypotheses Do we have other data to support these results?

17. Step 4:Create the Action Plan How can we use this NeSA data? What is the goal? (How much change is expected and by when?) What will be done to reach the goal(s), and how will progress toward goal(s) be measured?

18. Curriculum Alignment Examine PLDs and Tables of Specification. Are the tested indicators in our curriculum? -- Where? When are they taught? How are they instructed? At what DOK (Depth of Knowledge) level? By whom?

19. Instructional Effectiveness Examine PLDs and Tables of Specification. Do our students have opportunity to learn (and practice) the tested indicators? Is our instruction efficient and effective? How are students performing on the indicators on a day-to-day basis? Are we assessing them locally to find out what they know and can do?

20. Test Preparation Have our students used practice tests? Are our students familiar with the testing tools? Are we familiar with appropriate accommodations? Have we applied them?

21. March 25 – May 3, 2012 2013 NeSA-R Testing • Grades 3-8, 11 • Standardized, secure testing procedures • online (paper-pencil requests already submitted) • Two independent sessions • Untimed • Cuts remain the same (0-84, 85-134, 135-200) • What can you do or not do? (SAA-10, p. 26) (SAA-10, p. 19-37)

22. 2013 NeSA-W Testing • January 21 – February 8, 2013 Grade 4 • narrative • two 40-minute sessions (timed) • #2 pencil • analytically scored (composite + 4 weighted domains) • new cuts spring 2013 (expect rigorous cuts) (SAA-10, p. 43-46)

23. 2013 NeSA-W Testing • January 21 – February 8, 2013 Grades 8 & 11 • descriptive (8); persuasive (11) • online test administration • one ~90-minute session (untimed; 2011 avg. = 45-65 min.) • analytically scored (composite + 4 weighted domains) • revised online dictionary and thesaurus; no spell-check • 6,000 character limit (approx. 3 pages) (SAA-10, p. 43-46)

24. 2013 NeSA-W Testing • January 21 – February 8, 2013 Grades 8 & 11 (cont.) • software update (wrap, spaces, dictionary) • no “tab” (advise students to use 3-5 spaces) • font size, spacing, margins do NOT affect scoring • same cuts as set in 2012 • can print practice & operational tests (SAA-8, p. 45-46)

25. Explicit Instruction http://explicitinstruction.org

27. Resource & Idea Sharing Writing Refresher 10.4.12 • What fabulous resources do you depend on for your professional practice? • http://adolescentlitpln.wikispaces.com/home

28. Summary of the DayReview Objectives • Did we meet your goals? • Exit Conversation • When my administrator asks about today, I will say that I learned… • The most important / relevant thing I learned or was reminded of today is…

29. Adolescent Literacy Series

30. Tier 2 & 3 Intervention SystemsFebruary 8, 2012 Dr. Kevin Feldman, a nationally recognized adolescent literacy expert, will present the session focused on Recommendation 5: Intervention Systems. Dr. Feldman’s goals for the day will center on building an effective RtI2 model: Validation & Motivation: Explore the critical aspects of RtI2and how they relate to overall improved secondary achievement. Practical Strategies & Resources: Learn about tools to apply within your school setting to ensure all students receive effective tier 2/3 interventions who need them. Information & Ideas: Consider information to investigate, inquire about, and explore beyond this session as your school continues to refine its RtI2system.

31. Future Session: • February 8 Please complete the evaluation! Start at the esu6la wikispace on the Language Arts Days page (toward the bottom of today’s agenda).