All Articles tagged high-school.

What is the National Assessment of Educational Progress (NAEP)?

March 20, 2012 Brad Hoffman Leave a Comment

I read Diane Ravitch’s book Death and Life of the Great American School System, which piqued my curiosity to learn more about the National Assessment of Educational Progress, or NAEP. In this fabulous book that I highly recommend, Diane Ravitch makes the case that investing in the development of one national metric, along with a national curriculum, would be a huge game changer for American public schools. As it currently stands, our nation has 51 different state assessments and benchmarks—including the District of Columbia’s Comprehensive Assessment System. It’s possible that investing resources in the development of one well-regarded metric might be best for teaching and learning, but that’s only true if so many other factors also change in the educational ecosystem of our public schools.

NAEP is the “largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas.” It is run by the Commissioner of Education Statistics, who heads the National Center for Education Statistics in the U.S. Department of Education. Tested subject areas include mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. History. In order to provide a common metric, these assessments are standardized and administered uniformly across all states and selected urban districts according to a set schedule outlined from 1969-2017. Tests are essentially the same year over year in order to document changes and provide a clear sense of student progress over time. According to the website, NAEP has two major goals:

To compare student achievement in states and other jurisdictions
To track changes in achievement of fourth-, eighth-, and twelfth-graders over time in mathematics, reading, writing, science, and other content domains. Accordingly, NAEP provides results about subject-matter achievement, instructional experiences, and school environment.

Aside from gifted and talented, college, and admissions testing, my conversations with public school families concerned with test preparation are almost exclusively focused on state testing—the New York State Math, ELA, Science, and Regents tests; the Maryland School Assessment; and the Florida Comprehensive Assessment Test. The subject of NAEP almost never comes up because it doesn’t have any real bearing on daily school life, and it only impacts a small sample of the total public school population. NAEP scores don’t impact student placement, school system funding, or admissions. This data also isn’t shared with administrators or teachers in any way that is particularly meaningful to adjusting instruction, providing strategic interventions, or improving schools.

NAEP provides test results from populations of students (ex: all 8^th graders) and groups within those populations (ex: 8^th grade males). Results for the NAEP are “based on representative samples of students at grades 4, 8, and 12 for the main assessments, or samples of students at ages 9, 13, or 17 years for the long-term trend assessments. These grades and ages were chosen because they represent critical junctures in academic achievement. At the state level, only students in public schools are tested. But at the national level, students from both private and public schools are tested. NAEP does not provide test scores for individual students or specific schools, and NAEP results become part of “The Nation’s Report Card.”

While state participation is voluntary, Title I grant money is only given to states that commit to NAEP participation under No Child Left Behind legislation. Each state has a NAEP coordinator to serve as the liaison between the nation-wide agency and the specific schools in that state. For state assessments, an average state will administer the test to approximately 2,500 students representing about 100 public schools. For national assessments, probability samples of schools and students are identified in order to represent the diversity of our nation’s schools.

NAEP asks students both subject-area questions and general questions. Subject-area questions test students’ content knowledge. General questions ask for students’ demographic characteristics and general education-related experiences. Question types include multiple-choice, pictorial representations, and written responses. Tests are generally 90-120 minutes. Click here to view sample questions from 2006-2012.

According to NAEP’s official website, there are four (4) different types of assessments:

National assessments include many subjects, including mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. These assessments follow the frameworks developed by the National Assessment Governing Board, and use the latest advances in assessment methodology. Each subject is assessed at grades 4, 8, and 12—although not all grades are assessed each time. Both public and private schools are assessed.

State assessments began in 1990; results for each participating state may be found using the State Profiles tool. At the state level, assessment is in public schools only and includes testing in mathematics, reading, science, and writing, usually for grades 4 and 8.

Trial Urban District Assessment (TUDA) is a multiyear study of the feasibility of a trial district-level NAEP in selected urban districts that is supported by federal appropriations authorized under the No Child Left Behind Act. The first TUDA took place in conjunction with the 2002 state NAEP reading and writing assessments. TUDA again took place in 2003, 2005, 2007, 2009, and is scheduled for 2011.

The long-term trend (LTT) assessments are given at the national level only, and are administered in a manner that is very different from that used for main NAEP assessments. LTT reports results in mathematics and reading that present trend since the 1970s, and are given every four years. Find out more about how the long-term trend assessments differ from the main assessments.

Written by: Editorial Team, My Learning Springboard, Inc.

Reading Comprehension … It’s All about Background Knowledge

March 18, 2012 Brad Hoffman Leave a Comment

Reading comprehension doesn’t just occur overnight; a multitude of factors contribute to a student becoming an engaged and active reader; one who understands what he/she is reading. Becoming a good reader begins during infancy when a parent talks to his or her child. Strong oral language is the most basic foundational skill needed to become a reader who understands the literal as well as inferential meaning of what is read. Parents who speak to their children, use complex sentence structure and a rich vocabulary are giving them a gift of background knowledge. Background knowledge is critical to comprehension because it helps readers connect new information to something they already know thus making a self-to-text connection. Background knowledge is also built through experiences and exposure to a variety of environments and people. Historically this was done through robust oral language exposure, exposure to children’s literature, field trips and travel. Today, however the internet makes it possible for families to bring the world to their children and open a window of virtual experiences which will help extend and enrich their child’s background knowledge.

Non-fiction text is an important facet of reading comprehension instruction. Many early readers are primarily exposed to fiction as their primary reading experience, but for all early readers, non-fiction text not only provides and extends background knowledge, it also teaches the reader that there are different kinds of text that need to be read differently. A strong early reading program is built on a rich vocabulary, exposure to information in a variety of ways to build and enhance background knowledge, oral language that is varied and informative and time to practice incorporating all of the above.

Written by: Editorial Team, My Learning Springboard, Inc.

Wordly Wise, A Vocabulary Development Program

March 13, 2012 Brad Hoffman Leave a Comment

Wordly Wise is a wonderful vocabulary development program, but it lacks a heart. Think of it as the Tin Man of vocabulary building. The program has a list of about 15-17 words per lesson and then five different activities that test and strengthen the students’ ability to use the words. These workbook activities include: multiple choice questions, replacing the meaning exercises, completing sentences, creating antonyms and synonyms, and the dreaded answering questions of a reading passage using a vocabulary word. It’s provides a very predictable structure each week.

To make my fourth grade class come alive on “Wordly Wise Wednesday”, I like to add the “heart” and lightness by using the words in a variety of different games, such as:

1) Cocktail Party Chatter: Each student gets a vocabulary card. The teacher or class picks a topic. Each student must use the word in a sentence to talk about the topic. Some topics I’ve used are cartoon characters, sports, activities I do on Sundays, and movies. It can get a little loud but it forces students to apply the words in a more authentic context.

2) Machine: Four students get a vocabulary card and must act out the word as a machine with motions that are continuous. The rest of the class has to guess which word they are acting out. This can be very funny, especially when the word is “refine” or “prefer”.

3) Tell Me a Story: Each student gets a vocabulary card and has to use it in a continuous story. Each student has to offer one sentence (only one!) that builds on the story. I find that students need help thinking about how to build on a story by using their classmates’ previous ideas. Some coaching is sometimes necessary.

4) Charades: Use this classic game to have the students laugh and make the words come alive.

5) Pictionary: Oldy but a goody. NOTE: this game can be particularly challenging with verbs or adjectives.

I hope these games help you to enhance the use of Wordly Wise in your own classroom to its fullest potential. If you have more games to add, please share them by commenting below. I am always looking for new and exciting ideas for the classroom!

Written by: Editorial Team, My Learning Springboard, Inc.

Being An Introvert Versus Being Shy

February 9, 2012 Brad Hoffman Leave a Comment

The cover story of TIME magazine on February 6, 2012, by Bryan Walsh, was titled “The Upside of Being an Introvert (and Why Extroverts Are Overrated)”. In the article, Walsh discusses the work of Brian Little, a research psychologist and academic lecturer who teaches a class on personality at Harvard. According to Little, there is a phenomenon called the Free Trait Theory, which presents the idea that we can choose to behave out of character despite natural tendencies if it is in the service of core personal goals. In short, human beings balance 3 equal but different personalities:

Biogenic identity–our inborn personality
Sociogenic identity–expectations of our culture, family and religion
Ideogenic identity–our personal desires and sense of what matters

There are many upsides to being an introvert, and it is not necessarily the same as being shy with social anxiety. Introverts may simply prefer being alone for periods of time but are not bothered by social situations. As a result, they may demonstrate increased independence, attentiveness, or perseverance. As teachers, we have to be especially cognizant of our seemingly “shy” students who may have very different thresholds for classroom noise, class participation, and group work. In thinking about how to differentiate instruction to meet the needs of various learning styles, we have to provide opportunities for all students to demonstrate their natural strengths. We also have to provide opportunities that challenge our students’ comfort zones, including both introverted and extraverted students.

In my own classroom, for example, I used to give every student 2 pennies that had to be spent during certain reading group discussions. In this way, each student literally had to contribute his or her 2 cents. For more extraverted students and risk takers, they spent their 2 cents easily. For quieter and less confident students, they had to really work at it. On the flip side, we also practiced independent reading and writing with sustained blocks of time for quiet thinking and reflection.

As introverted students progress to older grades, their three identities are still at play. And as introverted students move onto high school or college, they face the challenge of increasingly difficult social transitions. In a blog post by Laurie Pawlik-Kienlen, she shares 12 tips for shy college students with introverted personality traits. These tips can be equally helpful for high school students.

Learn the difference between shyness and introverted personality traits
Figure out how introverted you are
Accept yourself as a shy college student!
Create a realistic, healthy school schedule
Combine your natural strengths with social interactions
Learn how to make small talk
Find other shy college students — be open and honest about your shyness
Practice making small talk with other shy college students
Spend time one-on-one with friends who understand you
Join a college club that stretches — yet fulfills – you
Avoid or limit the friends and activities that drain or exhaust you
Get counseling help if your shyness or social anxiety is becoming unhealthy or holding you back from achieving your goals

Whichever personality type you are, just embrace that you were BORN THIS WAY!

Written by: Editorial Team, My Learning Springboard, Inc.

What is Dyslexia?

January 29, 2012 Brad Hoffman Leave a Comment

The International Dyslexia Association defines Dyslexia as:

A specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension, and reduced reading experience that can impede the growth of vocabulary and background knowledge.

In the late 1800s and early 1900s, reading difficulties such as Dyslexia were simply known as “word blindness.” In the early 1900-1960s, factors such as, ecology, lack of cerebral dominance, and eye movement became popular “causes” for literacy troubles. Emotional problems also became more credible as forms of interference. The non-educational community often even attributed it to poor diet. The most viable explanation was simply “multiple causation,” involving many or all of these factors.

As times changed, so did the views of many educational researchers. In the 1970s, brain damage became an accepted explanation. In the 1980s, an interest arose in the role of defective memory processes as etiology in reading disabilities. This was around the time when the schism developed between ability and achievement. The cyclical effects of a student’s reading history (also known as the Matthew Effect) were considered to have a drastic impact on achievement, but not always ability. This was quickly linked to and supported by socioeconomic status, as many children clearly had access to more resources that would help make up for any gaps in ability.

Currently, the role of phonemic awareness–the conscious awareness that words are made up of segments and sounds–has taken front and center. After the technology boom, MRI machines became available to see the undeniable neurobiological factors and differences in brain behaviors between individuals in certain areas.

Neurologically speaking, there are three main areas of the brain used during the reading process. The first is the Broca’s area, which is activated when vocalizing words in the mind. The second is the temporal-parietal area, which decodes letter and word sounds. This area specifically is shown to be much less active in people with Dyslexia. The third area is the occipitotemporal area, which contributes to word formation. The more a person reads, the more active the occipitotemporal area becomes. Since individuals with Dyslexia probably have the least amount of exposure to literature and appropriate instruction, this area is often weak as well.

FMRI machines (Functional Magnetic Resonance Imaging) show which parts of the brain get the most blood. Although two of the three most important sections of the brain related to literacy are low in blood flow, it is possibly redirected to other areas. An overacting phoneme producer is believed to be acting as this form of compensation. This is why the phonemic approach to instruction is currently the most widely accepted approach – because it is the most scientifically valid. As an educator, it is the approach with which I have had the most success.

The next step is seeing how we as educators can use this phonemic approach to redirect the reception of knowledge to a more useful area through different channels. This is proof that Dyslexia is more of a learning difference than a learning disability, just like audio and visual learners have brains that work differently. We redirect those learners to use their strengths. With visual learners, we use images. With kinesthetic learners, we use movement. Our challenge now is to figure out where to direct the attention of students with Dyslexia to take advantage of their unrealized best way of learning. In many ways, it is an exciting time of exploration for special educators and reading specialists as we are potentially on the forefront of a major discovery.

Also, here’s a great video explaining Dyslexia:

By David Dickerman, Reading Specialist

All Articles tagged high-school.

What is the National Assessment of Educational Progress (NAEP)?

Reading Comprehension … It’s All about Background Knowledge

Wordly Wise, A Vocabulary Development Program

Being An Introvert Versus Being Shy

What is Dyslexia?

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