1. Language Arts Day! June 18, 2012 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.

2. Purposes  Understand NeSA protocol, resources, and results  Study NeSA results  Use data to inform decisions for improving student achievement  Study language arts related research, pedagogy, and strategies  Explicit Instruction (Archer & Hughes, 2011)  Study research for Improving Adolescent Literacy (IES Practice Guide, 2008)  Share experiences, tips, ideas

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

4. NeSA Review Bingo!

5. Understand NeSA protocol, resources, and results

6. Think – Ink - Link  Regarding NeSA-W, I have been contemplating…  Regarding NeSA-W, (my colleagues and) I have… Suggested Words  cut scores  scale scores  composite  traits  expectations

7. Think-Ink-Link  Think - Prompt all and provide time to think.  Ink - Direct students to write; provide a structure.  Link - Provide structured opportunities to share.

8. NeSA-Writing Press Conference Nebraska Department of Education Commissioner Roger D. Breed May 29, 2012 (available 6.17.12 from http://www.education.ne.gov/ )http://www.education.ne.gov/

9. Nebraska Board of Education May 8, 2012 (available 6.17.12 from http://www.education.ne.gov/StateBoard/Video_Archives.html ) http://www.education.ne.gov/StateBoard/Video_Archives.html

10. Reflection ideas that square with my beliefs or understanding the ideas going around in my head made me wriggle in my seat questions I have something I’m considering from a different angle

11. Scoring Guides  How would you use these?

12. Scale Score Calculation

13. Third Scores

16. Study NeSA results

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

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

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

21. 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?

22. Things to keep in mind…  Is there a plan to review and use the data?  Is our / my curriculum aligned?  Are we taking advantage of the practice opportunities?  This is a new baseline (and not comparable to previous years).  NeSA is one measure…

23. Study language arts related research, pedagogy, and strategies Explicit Instruction (Archer & Hughes, 2011) Improving Adolescent Literacy (IES Practice Guide, 2008) Writing Next (Graham & Perrin, 2007)

24. Improving Adolescent Literacy… http://ies.ed.gov/ncee/wwc/PracticeGuide.asp x?sid=8

25. Annotating Text  structured annotation  model, prompt, practice  basis for text discussions (Zywica & Gomez, 2008, 52(2), JAAL)

26. Let’s try it.  underline key ideas  later ------------ (double underline) most important idea in each section  circle key vocabulary  use a triangle to mark words causing uncertainty  write brief margin notes (questions, personal reactions, etc.)

27. 3 – 2 – 1 1 implication for your work 2 questions3 key ideas

28. Numbered Heads Together  Students number 1-? within small groups.  Think/reflect on the question(s) individually.  Group discussion – find best answer, all students using Accountable Talk & ready to represent their team  Randomly select one number to report out for each group.

29. What do you do that fits the recommendations?

30. Ambassadors 1.EACH team member actively participates in the group discussion using Accountable Talk. (3-4 members, numbered) 2.Pay close attention; take your own Notes. YOU might the Ambassador. 3.Check the understanding of each other to make sure each member can represent the group. (e.g. check we all have a written version) 4.Ambassadors are chosen randomly. Move to the closest group clockwise. 5.Orally summarize the discussion, key findings, evidence, examples, etc. of your group (country) to the ambassador. 6.Bring “home” to your group something different from the “country” you’ve visited, such as a different opinion, example, point of view, etc. 7.Return “home” and share what you’ve learned. 8.Whole Group Synthesis – Discussion as appropriate

31. Think-Ink-Link  Think - Prompt all and provide time to think.  Ink - Direct students to write; provide a structure.  Link - Provide structured opportunities to share.

32. Types of Discussion  Efferent  Unpacking the facts of the text  (to carry out from within)  Aesthetic  Expressive/affective response  ’say what you think’  Critical/Analytic  Debate ideas  Interrogate the text, author, issue (Murphy et al., 2009)

33. Research Conclusions  Efferent discussions increase student talk and comprehension more than other types  The amount of time was related to success.  Greatest effects for below-average and average ability students.  Putting students into groups to talk is not enough to enhance comprehension and learning. (Murphy et.al., 2009)

34. “...talk appears to play a fundamental role in text-based comprehension. In effect, what this extensive analysis reminded us was that talk is a means, not an end. It is one thing to get students to talk to each other during literacy instruction but quite another to ensure that such engagement translates into significant learning. Simply putting students into groups and encouraging them to talk is not enough to enhance comprehension and learning; it is but a step in the process.” Murphy et al. (2009). “Examining the Effects of Classroom Discussion on Students’ Comprehension of Text: A Meta- Analysis.“ Journal of Educational Psychology.

35. Heuristic for Effective Discussions  Appropriate Questions  Efferent as foundation for aesthetic, critical, analytic  Cause unpacking of key information  Structured Thinking/Processing Time/Accountable Talking  modeling, teaching of thinking  discussion protocol  academic language  Partner/Group /Practice  Unified Class Discussion & Wrap Up  intentional, random calling (no hands up)  value-added volunteers  accountable listening  individual follow-up (make thinking visible)

36. Explicit Instruction http://explicitinstruction.org/?page_id=80

37. Interaction Sequence Ask all student the question. Pause (3+ seconds). on-the-clock 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. Conference with 1 or 2 pairs Check student answers Probe Provide answers when missing 1. Purposeful Selection: Call on students you have visited. 2. Random Selection: Call on students so every student has an opportunity to be selected. 3. Volunteer Selection: Allow volunteer responses. (Sharer, Anastasio, & Perry, 2007, p. 80- 85)

38. Resource & Idea Sharing  Resource Review  Based on your needs, choose a resource to explore.  Look for replicable techniques/teacher strategies or student strategies.  Name it. Describe it. Say why it’s good.  (Document source.)  What fabulous resources do you depend on for your professional practice?

39. Summary of Learning  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…

40. Please complete the evaluation! Start at the esu6la wikispace on the Language Arts Days page (toward the bottom of today’s agenda).