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Instructional Strategies for 21st Century Content Standards and

Objectives

Designed for NAEP sampled schoolsOctober 7 and 8, 2008

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Be Courteous to Others

Please Silence

Your Cell phones

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Welcome and Introductions

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Office of Instruction

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

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Office of Assessment

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

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West Virginia and National Performance

Jan Barth, Executive DirectorOffice of Assessment and

Accountability

Reading Grade 4

•West Virginia scored 5 points lower than the national average in 2007.•West Virginia’s average scale score did not change from 2005 to 2007.

Reading Grade 4West Virginia--Percent At Achievement Level*

Below Basic Basic Proficient Advanced2005 39 35 21 52007 37 35 23 5

National Public--Percent At Achievement Level*National Public Below Basic Basic Proficient Advanced

2005 38 33 23 72007 34 34 24 7

West Virginia reduced the percent of students scoring below basic and increased the percent scoring proficient from 2005 to 2007.

National Public reduced the percent of students scoring below basic and increased the percent scoring basic from 2005 to 2007.

* Percent may not sum to 100% due to rounding.

Reading Grade 8

West Virginia scored 6 points lower than the national average in 2007.West Virginia’s score did not change from 2005 to 2007.

Reading Grade 8West Virginia--Percent At Achievement Level*

Below Basic Basic Proficient Advanced2005 33 45 21 12007 32 45 22 1

National Public--Percent At Achievement Level*National Public Below Basic Basic Proficient Advanced

2005 29 42 26 32007 27 43 27 2

West Virginia reduced the percent of students scoring below basic and increased the percent of students scoring proficient from 2005 to 2007.

National public reduced the percent of students scoring below basic and advanced and increased the percent scoring basic and proficient from 2005 to 2007.

* Percent may not sum to 100% due to rounding.

Mathematics Grade 4

West Virginia scored 3 points lower than the national average in 2007.West Virginia’s average scale score increased by 5 points from 2005 to 2007.

Mathematics Grade 4West Virginia--Percent At Achievement Level*

Below Basic Basic Proficient Advanced2005 25 50 24 22007 19 49 30 3

National Public--Percent At Achievement Level*National Public Below Basic Basic Proficient Advanced

2005 21 44 30 52007 19 43 33 5

West Virginia reduced the percent of students scoring below basic and basic and increased the percent scoring proficient and advanced from 2005 to 2007.

West Virginia reduced the percent of students scoring below basic and basic and increased the percent scoring proficient from 2005 to 2007.

* Percent may not sum to 100% due to rounding.

Mathematics Grade 8

West Virginia scored 10 points lower than the national average in 2007.West Virginia’s average scale score increased 1 point from 2005 to 2007.

Mathematics Grade 8West Virginia--Percent At Achievement Level

Below Basic Basic Proficient Advanced2005 40 42 16 12007 39 43 16 2

National Public--Percent At Achievement LevelNational Public Below Basic Basic Proficient Advanced

2005 32 39 23 62007 30 39 24 7

West Virginia reduced the percent of students scoring below basic and increased the percent scoring basic and advanced from 2005 to 2007.

National Public reduced the percent of students scoring below basic and increased the percent scoring proficient and advanced from 2005 to 2007.

* Percent may not sum to 100% due to rounding.

Science Grade 4

West Virginia scored 2 points higher than the national average in 2005.West Virginia’s average scale score increased 2 points from 2000 to 2005.

Science Grade 4West Virginia--Percent At Achievement Level

Below Basic Basic Proficient Advanced2000 32 44 22 22005 30 47 23 1

National Public--Percent At Achievement LevelNational Public Below Basic Basic Proficient Advanced

2000 39 35 23 32005 34 39 25 2

West Virginia reduced the percent of students scoring below basic and advanced and increased the percent scoring basic and proficient from 2000 to 2005.

* 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.

Science Grade 8

West Virginia scored at the national average in 2005.West Virginia’s average scale score increased 1 point from 2000 to 2005.

Science Grade 8West Virginia--Percent At Achievement Level*

Below Basic Basic Proficient Advanced2000 43 33 22 22005 43 33 22 2

National Public--Percent At Achievement Level*National Public Below Basic Basic Proficient Advanced

2000 43 28 25 42005 43 30 24 3

West Virginia did not change the percent of student at each achievement level from 2000 to 2005.

National Public increased the percent of student scoring at basic and decreased the percent scoring at proficient and advanced from 2000 to 2005.

* Percent may not sum to 100% due to rounding.

Writing Grade 8

West Virginia scored 8 points lower than the national average in 2007.West Virginia’s average scale score increased 2 points from 2002 to 2007.

Writing Grade 8West Virginia--Percent At Achievement Level

Below Basic Basic Proficient Advanced2002 19 60 20 12007 16 61 22 0

National Public--Percent At Achievement Level

National Public Below Basic Basic Proficient Advanced2002 16 54 28 22007 13 57 29 2

West Virginia reduced the percent of students scoring at basic and advanced and increased the percent scoring at basic and proficient from 2002 to 2007.

National public reduced the percent of student scoring below basic and increase the percent scoring basic and proficient from 2002 to 2007.

* Percent may not sum to 100% due to rounding.

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Drilling Down to the Rigorof the CSOs for

Optimal Performance

Carla Williamson, Executive DirectorOffice of Instruction

Understanding Revisions to the W V Content Standards and

Objectives

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 overa period of time

RELA CSO Comparison – Grade 4

Previous Policy• RLA.4.1.10

Determine a purpose for reading across the curriculum

Revised Policy 07/01/08• RLA.O.4.1.09 determine

author’s purposes in literary and informational texts and use supporting material to justify author’s intent:– To persuade– To entertain– To inform– To determine a specific

viewpoint

Mathematics CSO Comparison Grade 3

Previous Policy

MA.3.1.6

compare and order fractions with like and unlike denominators using concrete models.

Revised PolicyM.O.3.1.6

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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NAEP Resources

Vickie BakerNAEP State Coordinator

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What is NAEP

• Continuing assessment of what America’s 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 text—NAEP performance is measured and reported by state, as well as national.

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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

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Shaping Policy• In 2005, West Virginia’s 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 21st Century Content Standards and Objectives and revisions are reflected into 21st century assessment, Westest 2.

• NAEP results do impact your classroom via the policies they shape.

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Focus of the Meeting

• Instructional Strategies to address increased rigor of Content Standards and Objectives

• Key to Increasing Student Learning and Achievement

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NAEP Resources

• NCES developed materials– http://nces.ed.gov/nationsreportcard– NAEP released items available at

http://nces.ed.gov/nationsreportcard/itmrls/

• Google Site for NAEP 2009– http://sites.google.com/a/wvde.k12.wv.us/naep-2

009– Contains sample assessments using NAEP items

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Overview of the Day

Grade 4• Three sessions

– Reading—Denise White– Mathematics—Lynn

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.

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Lunch

Grade 4• 11:30-12:30

Grade 8• 12:10-1:10

Questions regarding NAEP contact Vickie Baker

vbaker@access.k12.wv.us