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The Role of Administrators: From NECAP to the Common Core and New Assessments. January 21, 2011. From NECAP to the Next Generation Assessment Systems. Here’s What . . . The State Board of Education has adopted the Common Core State Standards (July 2010) So what . . .

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The role of administrators from necap to the common core and new assessments l.jpg

The Role of Administrators: From NECAP to the Common Core and New Assessments

January 21, 2011


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From NECAP to the Next Generation Assessment Systems

  • Here’s What . . .

    • The State Board of Education has adopted the Common Core State Standards (July 2010)

  • So what . . .

    • Implications and Impact in NH

    • CCSS & Assessment

  • Now what . . .

    • Implementation Timeline

    • Curricular transition and implementation


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Here’s What: The State Board Adopted the CCSS

  • Founding organizations

    • National Governors Association

    • Council of Chief State School Officers (Commissioners)

  • Development Process

    • Writing Team – Feedback Groups - Validation Teams

    • Duration – June 2009 to June 2010

  • Product

    • Standards in Reading, Writing, Listening, Speaking, and Language across content areas

    • Standards for Mathematics

    • Appendix documents for both


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Key Features:English/Language Arts

  • Not just for ELA teachers- an integrated model

  • Across all content areas

  • Begins with 10 College and Career Ready Anchor Standards

  • Format mirrors NH

  • Organized K-5 and 6-12

  • Brings the focus back to speaking, listening, and viewing

  • Appendix documents (A, B, C)


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Overview of Reading Strand

Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated

  • Standards for Reading Foundational Skills (K-5)

  • Reading Standards for Literature (K-12)

  • Reading Standards for Informational Text (K-12)

  • Reading Standards for Literacy in History/Social Studies (6-12)

  • Reading Standards for Literacy in Science and Technical Subjects (6-12)


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Overview of Writing Strand

  • Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts

  • Focus on the use of reason and evidence to substantiate an argument or claim

  • Emphasize ability to conduct research – short projects and sustained inquiry

  • Require students to incorporate technology as they create, refine, and collaborate on writing

  • Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)


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Overview of Speaking and Listening and Language Strands

Speaking and Listening

  • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions

  • Emphasize effective communication practices

  • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

    Language

  • Include conventions for writing and speaking (See Appendix A)

  • Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

  • To be addressed in context of reading, writing, speaking and listening

    Media and Technology are integrated throughout the standards.


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Overview of Standards for History/Social Studies, Science, and Technical Subjects

  • Reading Standards for History/Social Studies, Science, and Technical Subjects

    • Knowledge of domain-specific vocabulary

    • Analyze, evaluate, and differentiate primary and secondary sources

    • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

  • Writing Standards for History/Social Studies, Science, and Technical Subjects

    • Write arguments on discipline-specific content and informative/explanatory texts

    • Use of data, evidence, and reason to support arguments and claims

    • Use of domain-specific vocabulary


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Key Features: Mathematics

  • Learning progressions that follow how students learn concepts

  • Understanding the mathematics AND procedural skill are equally important

  • “processes and proficiencies” from the NCTM process standards & Adding It Up

  • 8 mathematical practices are the same throughout the grades

  • Standards for content vary by grade

  • Mastery of standards through grade 7 prepares students for algebra in grade 8

  • Appendix A: Model Pathways for HS Courses


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K-8 Math: Each grade includes an overview of cross-cutting themes and critical areas of study


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Format of K-8 Mathematics StandardsDomains:overarching ideas that connect topics across the gradesClusters:illustrate progression of increasing complexity from grade to grade Standards:define what students should know and be able to do at each grade level


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Overview of High School Mathematics Standards

The high school mathematics standards:

  • Call on students to practice applying mathematical ways of thinking to real world issues and challenges

  • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

  • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

  • Identify the mathematics that all students should study in order to be college and career ready.


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Format of High School Mathematics Standards

Each content category includes an overview of the content found within it


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Model Course Pathways for Mathematics

Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study.

MathematicsIII

Algebra II

Geometry

Mathematics II

Algebra I

Mathematics I

Traditional Pathway

Typical n U.S.

Integrated Pathway

Typical outside of U.S.

.


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So what?Implications and Impact in NH

  • Similarities to NH

    • In ELA – text complexity, format, informational text, across content areas

    • In Math – Quantitative Literacy, algebra throughout, explanation of format

  • Differences

    • In ELA – more specific at K-2, grammar emphasis, more media literacy

    • In Math – more procedural, less constructivist


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So what?CCSS and Assessment

  • Transition

    • Over the next five years: NECAP based on current Frameworks and GLEs through 2013-14

    • Assessment consortia need to define performance standards

  • Alignment

    • Process began this summer to look at gaps and matches and grade differentials

    • Focus groups held to review analysis and get input on implementation plans

    • NH Team working with 40+ other states to plan implementation

  • Implementation

    • TAKE IT SLOW!

    • NECAP in place for three more administrations

    • Toolkit for administrators & curriculum leaders in development – will post February 1


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Now what?Transition Timeline

2010 – 2011 NECAP as usual

  • Begin review of standards – Use Toolkit

  • NECAP Management Team releases plan to principals in April 2011

    2011 – 2012 NECAP as usual

    2012 – 2013 NECAP (with transitional items)

    2013 –2014 final NECAP (best possible transitional test)

    2014 - 2015 no fall NECAP test

  • NECAP Science remains

  • New assessments based on CCSS


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Where to Begin?http://www.education.nh.gov/spotlight/k12_ccss.htm

  • Read: the Introduction sections of both content areas

  • Read: Application of CCSS for ELLs

  • Read: Application to Students with Special Needs

  • In ELA: Start with Appendix A (the research , explanation of text complexity, distribution of emphasis, and foundational skills)

  • In Math: be sure Mathematical Practices are in place


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