PRI, October 8-9, 2013 Presented by: Jon Pollock Coordinator of Curriculum and Instruction Michalene...

RESA 6 and

the Next Generation of Content Standards

PRI, October 8-9, 2013

Presented by:

Jon Pollock

Coordinator of Curriculum and Instruction

Michalene Mills

Coordinator of School Improvement and Technical Assistance

3 Major Shifts in the NxtGen Curriculum ELA:

• Content-rich Nonfiction

• Reading, Writing and Speaking Grounded in Evidence

• Text Complexity and Academic Vocabulary

Math:• Focus: strongly focus

on what the standards emphasize

• Coherence: Think across grades and link to major topics within grades

• Rigor: Require conceptual understanding, fluency, and application

Conceptual Understanding

Procedural Skill &

Fluency

Application

The Student

We as educators…

…are seeking the evidence of making a positive impact in the learning of all our students.

…want to also experience the awakening of students who have long given up and see them take notice and engage.

But, how do we get there?

Why do the NxG CSO’s Matter?

EngagementAction and Expression

Representation

Universal Design for Learning

A Learning Environment that Challenges, Engages and meets the needs of All Students

Built around 3 principles:

•Provide alternatives for accessing information (visual, auditory)•Provide or activate background knowledge in multiple ways (pre-teaching, advanced organizers)

•Provide options for responding (keyboard, voice recording)•Provide options for completing assignments using different media (text, speech, film, music)

•Provide options that increase the relevance and authenticity (use money, culturally significant activities)•Provide options that encourage collaboration and communication (peers, tutoring)

Backward and Evidence-Centered Design Begin with the end in mind.

What does EACH student need to KNOW, UNDERSTAND, and DO to achieve?

What do you want the students to have mastered and completed by the end of the unit?

What evidence will you accept in order for a student to demonstrate mastery of the objective?

Use Rubrics as a guide

Next Generation CSO’s in Action: A NxtGen Poetry Unit

Began with Hip Hop Lyric Challenge – No mention of the word “Poetry”

- Students composed a ‘rap’ and had the option to challenge me to music, or just read/recite their

compositions.

Incorporated short research-based essay assignment

3-4 weeks of poetry study, gradually increasing in difficulty

In-depth poem analysis (student chosen), which led to…

Culminating event: high level poetry recitation

Best Practices:Useful in Every Classroom

Fishbowl and the Micro Lab Protocol

Connect-Extend-Challenge

Book Pass (ELA)

Compass Points

Color-Symbol-Image

I used to think…,Now I think…

Think-Pair-Share

Making Thinking Visible by Ritchhart, Church, and Morrison(Harvard Project Zero)

Visible Thinking in the Mathematics K-8 Classroom Hull, Balka, and Harbin

Standards in Mathematics suitable for 21st century learners must address two kinds of

knowledge:

mathematical content

and

mathematical practice.

Smarter Balanced Assessment will assess BOTH

The ability to solve new and unforeseen problems requires mastery not just of the results of mathematical thinking (the familiar facts and procedures) but of the ways that mathematically proficient individuals do that thinking.

When the real world throws us a problem,

it never asks what chapter we’ve just studied.

Standards for Mathematical Practice1. Make Sense of Problems and Persevere in Solving Them

2. Reason Abstractly and Quantitatively

3. Construct Viable Arguments and Critique the Reasoning of Others

4. Model With Mathematics

5. Use Appropriate Tools Strategically

6. Attend to Precision

7. Look For and Make Use of Structure

8. Look For and Express Regularity in Repeated Reasoning

Smarter Balanced Assessment

Smarter Balanced is a system.Performance Tasks

Computer Adaptive

Interim Assessments

Digital Library of Tools

Claims of Smarter Balanced Math

Claim 1:Concepts and Procedures

Must understand the underlying concepts; not just the procedures.

Claim 2: Problem Solving

Autonomous Reasoning—Multiple feasible approaches

Don’t mistake it for math surrounded by words. Basic procedure goes into Claim 1.

Claim 3: Communicating and Reasoning

Younger kids—counterexamples or an example to support a statement

Claim 4: Modeling

Not everything in this world is neat. We have to work with extra and not enough information. Must provide a reasonable answer.

Problem of the Month and Professional Development Modules K-8 can work together on a single problem

K students work with first graders on a basic version of a problem.

First graders take the work to second grade and explain the solution as well as revise with the second graders.

Second graders work on another piece of the problem with the first graders then take the work to third grade.

This continues on until you reach the highest grade level you want to work with.

ELA Claims for Smarter Balanced Assessment

Claim 1: Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.

Claim 2: Students can produce effective writing for a range of purposes and audiences.

Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim 4: Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

APPLICATION MODELInternational Center for Leadership in Education

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

APPLICATION MODELInternational Center for Leadership in Education

The Rigor/Relevance Framework

Robert Hull, WVDE Associate Superintendent, Division of Teaching and Learning

Wordle created from Mr. Hull’s research on what Students need:

Why call RESA? We will work with you on:

Data Collection and Analysis

Consistent and On-going Support for the Next Generation Curriculum, Professional Development, and Supplemental Programs

Customizing school-specific improvement strategies for YOU

A Fresh Pair of Eyes…

Tell us what you need!

Exit Slips: Resa 6 School Improvement Services

I used to think…,

Now I think….

Thank you!

Contact Information:

Michalene MillsCoordinator of School Improvement and Technical Assistance

mcmills@access.k12.wv.us

Cell: 304-312-7058

Office: 304-231-3817

Jonathan PollockCoordinator of Curriculum and Instruction

jpollock@access.k12.wv.us

Cell: 304-312-9676

Office: 304-231-3830