Across the state of Nebraska, the “hot” topic of conversation has been NeSA-Reading results. School districts are reflecting on their results and are asking questions such as: What do we do with the results? So what can we do as a district to make the NeSA tests meaningful to students? And, now what can we do to improve NeSA tests scores?
What do school districts do with NeSA-R results? The results of NeSA-R should serve as baseline data for schools. Mitzi and I hope that the results will be used in correlation with other data schools collect in their continuous improvement efforts to improve student learning. We encourage schools to continue with the implementation of research-based instructional strategies that provide students with the knowledge and skills they need for success. In addition, we recommend schools take proactive measures such as using formative assessments to check for understanding, teaching test taking skills that can be applied in any testing situation and providing added opportunities for students to take tests online.
So what can school districts do to make the NeSA tests more meaningful to students? In recent conversations with teachers and administrators in the ESU 4 area Mitzi and I have heard several noteworthy and positive approaches schools are considering in order to motivate students to do their best on the NeSA tests. Some schools are planning on making testing days “Big Event Days”. On these days the focus will be on establishing positive learning climates for test taking. Students will not be given homework on testing days and will not be penalized for missing a class during a scheduled testing period. Schools are also looking at their master calendars to determine the opportune time to administer the NeSA tests. Some school leaders are also giving consideration to the time of the day they will be administering the NeSA tests. Furthermore, several school districts are making plans to send letters to parents with information regarding how they can best support their child(ren) during the testing period.
Now what can schools do to improve NeSA test scores? First of all, have you aligned your language arts and math curricula to the Nebraska State Standards? By aligning curricula, school districts can ensure that the state standards indicators are being addressed at the appropriate grade levels. Teachers also should examine the Table of Specifications that can be downloaded from the Nebraska Department of Education website. The Table of Specifications for reading and math indicate which standards will be tested and at what depth of knowledge. Another step that can be taken is to download the practice test software from the NDE website. Students can practice taking a similar test in reading and math in preparation for the actual testing date.
Now is the time to “rally the troops” and forge ahead. Mitzi and I encourage you to keep the focus on the students and remember . . . "Success is a journey, not a destination.”
Suzanne
Sunday, September 26, 2010
Thursday, December 3, 2009
These are GEMS!
Imagine having the time to study a pertinent topic with your colleagues, learning with them and from them. This may not appeal to everyone, but for members of the statewide ESU Staff Development Affiliate (SDA), it was an awesome opportunity.
In a typical year, staff developers from across Nebraska meet together frequently to hear presenters on various topics that support our work with our school districts. However, the 2008-09 year was not a typical year. SDA chose to work on a project that I believe has the potential to impact our schools in a variety of ways.
Instead of listening to presenters, members worked in collaborative groups, much like schools’ Professional Learning Communities. The groups were called GEMS (Gaining Expertise Through Membership Study). The purpose of the year-long project was to develop modules on pertinent topics that can be utilized by ESU staff statewide in working with our schools.
Modules were developed in Differentiation of Instruction, Vision and Purpose, Profile for Continuous Improvement, Professional Development to Improve Student Learning, Leadership, Systems Thinking, Response to Intervention, New Teacher Induction, and 21st Century Skills. These projects were showcased in September, and truly proved to be a “treasure trove” of information.
Suzanne and I can use the materials that were developed to assist our schools in your staff development efforts. Please contact one of us if you would like more information. We would love to share!
Mitzi
In a typical year, staff developers from across Nebraska meet together frequently to hear presenters on various topics that support our work with our school districts. However, the 2008-09 year was not a typical year. SDA chose to work on a project that I believe has the potential to impact our schools in a variety of ways.
Instead of listening to presenters, members worked in collaborative groups, much like schools’ Professional Learning Communities. The groups were called GEMS (Gaining Expertise Through Membership Study). The purpose of the year-long project was to develop modules on pertinent topics that can be utilized by ESU staff statewide in working with our schools.
Modules were developed in Differentiation of Instruction, Vision and Purpose, Profile for Continuous Improvement, Professional Development to Improve Student Learning, Leadership, Systems Thinking, Response to Intervention, New Teacher Induction, and 21st Century Skills. These projects were showcased in September, and truly proved to be a “treasure trove” of information.
Suzanne and I can use the materials that were developed to assist our schools in your staff development efforts. Please contact one of us if you would like more information. We would love to share!
Mitzi
Wednesday, November 11, 2009
Writing to Learn
Writing to Learn
“When students write more frequently their ability to think, reason, analyze, communicate, and perform on test will improve. Writing is critical to student achievement.” This quote is from research conducted by Dr. Douglas B. Reeves on the impact of nonfiction writing on student achievement. Why is there a need for more nonfiction writing? Statistics indicate that 85% of the reading and writing that we do as adults is nonfiction. The National Commission on Writing states, “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.”
Research clearly states that writing is connected with improved scores in all content areas. Writing, especially nonfiction writing, with revising and editing is also associated with improved student performance on multiple-choice tests. Writing to learn allows students to reflect on their learning and provides a way for teachers to tell what has been learned as well. So how can you include writing as a part of your daily lessons?
There are numerous ways to quickly incorporate writing strategies into your classroom. For example, when students enter your classroom they could complete an admittance sheet that requires them to write down three things they learned in class from the previous day. A quick glance at the students’ thoughts could provide you with feedback on how to proceed with the lesson planned for the day. An exit slip would serve the same purpose, but would be completed at the end of lesson by your students. Try using a “Stop-N-Write” during a lesson as a way for students to respond to or question the information being presented. Perhaps students in math could write about why wrong answers are wrong. Other ideas for incorporating writing into you classroom include: think-write-pair-share, KWL chart, graphic organizers, journals or learning logs, summary paragraphs and academic essays.
Finally, remember students don’t become writers overnight. The more opportunities students have to write the better writers they will become. Writing does matter in every classroom!
Suzanne
“When students write more frequently their ability to think, reason, analyze, communicate, and perform on test will improve. Writing is critical to student achievement.” This quote is from research conducted by Dr. Douglas B. Reeves on the impact of nonfiction writing on student achievement. Why is there a need for more nonfiction writing? Statistics indicate that 85% of the reading and writing that we do as adults is nonfiction. The National Commission on Writing states, “People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.”
Research clearly states that writing is connected with improved scores in all content areas. Writing, especially nonfiction writing, with revising and editing is also associated with improved student performance on multiple-choice tests. Writing to learn allows students to reflect on their learning and provides a way for teachers to tell what has been learned as well. So how can you include writing as a part of your daily lessons?
There are numerous ways to quickly incorporate writing strategies into your classroom. For example, when students enter your classroom they could complete an admittance sheet that requires them to write down three things they learned in class from the previous day. A quick glance at the students’ thoughts could provide you with feedback on how to proceed with the lesson planned for the day. An exit slip would serve the same purpose, but would be completed at the end of lesson by your students. Try using a “Stop-N-Write” during a lesson as a way for students to respond to or question the information being presented. Perhaps students in math could write about why wrong answers are wrong. Other ideas for incorporating writing into you classroom include: think-write-pair-share, KWL chart, graphic organizers, journals or learning logs, summary paragraphs and academic essays.
Finally, remember students don’t become writers overnight. The more opportunities students have to write the better writers they will become. Writing does matter in every classroom!
Suzanne
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