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Association & Related News
Content Analysis of TIMSS and PISA Mathematics and Science Assessments Using the Surveys of Enacted Curriculum Methodology
Education Newsbriefs
"Teacher Certification: Connecticut Plan Would Increase Training Requirements" (CT)
"Maine's Laptop Program Extended to High schools" (ME)
"Oregon Launches Educator Mentor Program Web Site" (OR)
"Action for Healthy Kids Simplifies Wellness Policy Evaluation"
"Linking Academics, Technology and 21st Century Skills: New Tech Schools a Scalable Model for Public Education"
Association & Related News
Content Analysis of TIMSS and PISA Mathematics and Science Assessments Using the Surveys of Enacted Curriculum Methodology
By Rolf Blank
In Fall 2008, CCSSO conducted an alignment content analysis of the 2007 Trends in International Mathematics and Science Study (TIMSS) Mathematics and Science education assessments for students at grades 4 and 8, and the 2006 Program for International Student Assessment (PISA) Mathematics and Science Literacy assessments for students at age 15. CCSSO’s goal was to allow states to analyze the alignment of state content standards and assessments in relation to TIMSS and in relation to PISA. The content analysis was completed using the methodology and content frameworks of CCSSO’s Surveys of Enacted Curriculum (SEC).
The results of the alignment analysis can be found in a paper on CCSSO’s SEC Resource page. The paper summarizes the analysis procedures, highlights several analyses in relation to states, and demonstrates how the data from the TIMMS and PISA analysis can be accessed and used to align to state standards and assessments, to math and science national standards, and to the National Assessment of Educational Progress. The project was supported by the American Institutes for Research through a contract with the National Center for Education Statistics.
For more information about alignment content analysis of TIMSS and PISA mathematics and science assessments, visit CCSSO’s SEC Resources page here, or contact Rolf Blank at rolfb@ccsso.org.
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Education Newsbriefs
Teacher Certification: Connecticut Plan Would Increase Training Requirements
Hartford Courant (CT) (03/17/09) Stacom, Don
Connecticut Education Commissioner Mark McQuillan is pushing for a change in the state teacher certification system in response to changes in the student population over the past 30 years or so. In testimony before the State Senate Education Committee on March 16, McQuillan said teachers should be extensively trained to ensure they can handle children with learning disabilities, behavioral problems, and an inadequate grasp of the English language. Lawmakers must consider proposals to exempt certain teachers, such as part-time arts instructors or Teach for America workers, and have asked McQuillan to submit a detailed explanation of the proposed certification changes.
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Maine's Laptop Program Extended to High schools
Ellsworth American (03/17/09) Cousins, Christopher
Maine Department of Education will expand its laptop computer program to all high school students and teachers without allocating additional funds. The program will use existing technology funds to lease 100,000 Apple MacBooks at about $242 per laptop per year, according to Maine Education Commissioner Susan Gendron. The state issued laptops to students in grades 7 and 8 beginning in 2002, and the expansion will enable those students to receive upgraded equipment as well. Gendron says a majority of superintendents support the program, which will include technical support, professional development, and software from Apple.
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Oregon Launches Educator Mentor Program Web Site
Bend Weekly (Ore.) (03/20/09)
The Oregon Department of Education (ODE) recently launched the Beginning Teacher and Administrator Mentor Program in conjunction with the Chalkboard Project to provide 1,000 new educators with information and resources. Oregon Superintendent of Public Instruction Susan Castillo says, "MentoringEducators.org represents an important collaboration between ODE and our private sector partner, the Chalkboard Project. It is a great resource, not only for those interested in mentoring, but for all educators. We know that one of the best ways to support our students is by supporting the educators who teach them." The Web site provides an overview of the program, lists of participants, program locations, a mentoring calendar, and other information. Experienced mentor teachers and administrators will help beginning teachers become better educators. Through a formal induction and interactions on classroom content, classroom management, and instruction skills, new educators can receive support and pointers on how to improve. Mentoring programs can help Oregon reduce the number of teachers leaving the profession within five years. For more information about the program, click here.
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Action for Healthy Kids Simplifies Wellness Policy Evaluation
Action for Healthy Kids (03/09/09)
Action for Healthy Kids recently launched a monitoring element as part of its eight-step Wellness Policy Tool to determine how school wellness policy implementation is progressing and how much impact those policies have. School districts were required to implement wellness policies by a 2004 federal mandate, but many do not monitor the implementation of those policies. The new monitoring component can be customized to meet each school's needs; users input information about the wellness policy, progress under the policy, resources needed, and which people are responsible for the policy's implementation. The component provides a score for schools to use when determining their progress against benchmarks and federal wellness policy mandates. To access the Wellness Policy Tracker, go here.
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Linking Academics, Technology and 21st Century Skills: New Tech Schools a Scalable Model for Public Education
American Youth Policy Forum (03/20/09) No. 20,
On March 27, 2009, in Washington, D.C., the American Youth Policy Forum will host a discussion on the benefits of the New Tech high school model and its applicability to traditional public high schools across the United States. These model schools use technology in new ways, focus on project-based learning, and encourage student responsibility. It is among the most successful models in use at 42 public schools in nine states to prepare students for the modern workforce. New Tech high schools incorporate cross-disciplinary courses, real-world experience, and smaller classes to improve student performance. The three presenters at the forum and discussion will be New Technology Foundation Chair Barry Schuler, New Technology Foundation COO Monica Martinez, and Partnership for 21st Century Skills President Ken Kay.
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