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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
Cell: 304-312-7058
Office: 304-231-3817
Jonathan PollockCoordinator of Curriculum and Instruction
Cell: 304-312-9676
Office: 304-231-3830
