October Newsletter Volume 3 Issue 3

Inside this issue

MISSION Serving Lifelong Learners

Pages 2 - 7- Common Core FAQ Page 8 ndash Minding Your Manners Pages 9-10 ndash FootPower and Park Day Page 11 ndash Principals Saturday Sessions and Graduate Classes

1

Send any news articles you would like included in future issues of the newsletter to rsboardaccessk12wvus

Directors Comments

RESA Retirement - Dianna Flanagan Director of Adult Basic Education SPOKES and Hit the Ground Running will be retiring in January Dianna has been extremely successful in providing adult services to our eight RESA 5 counties as well as Mason County Numerous adults have left her programs ready to enter the work force or attend higher education programs to further their education Dianna has been a valued member of the RESA 5 family and we will greatly miss her We wish her and her husband Mike a long happy and healthy retirement We thank you Dianna for your years of service to RESA 5 Educator Enhancement Academy- I recently spoke with Lori Ullman-Wright the teacher of the Wood County Broadcast Journalism class about the videos from this past summerrsquos Educator Enhancement Academies She told me it is taking approximately 70 hours of editing for each grade level She told me that the Grades 2-3 are just about completed and will have them to us soon Grades 6-8 and 10-12 will take a little longer We will inform everyone when the videos are loaded and ready to be viewed Common Core Frequently Asked Questions ndash Recently we received a list of frequently asked questions concerning the new West Virginia Next Generation Standards or Common core On pages 2 through 7 in this newsletter the Professional Development division has answered those questions based on the current research and information available to us Retirement Seminar ndash The Consolidated Public Retirement Board will hold a seminar for members of the WV Teachersrsquo Retirement System (TRS0 and the WV Teachersrsquo Defined Contribution Retirement System (TDC) on October 17 2013 from 500 to 700 PM at the Grand Pointe Conference and Reception Center in Vienna WV Visit wwwwvretirementcom for more information Ralph S Board

The RESA 5 Calendar can be found at

http resa5k12wvus

Common Core Frequently Asked Questions (FAQs)

1 What is the difference between common core and what we have always done The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt The standards are aimed at making sure that students leave the 12th grade college andor career ready The difference between the Common Core State Standards and what we have always done lies in what educators choose to do with the new standards The Common Core State Standards are a guide for educators that suggest curricula and teaching strategies One very powerful difference implied in the new standards is the importance of learning design and the autonomy that teachers have to combine the standards into activities that will give students a deep understanding of the subject and the skills they need to apply their knowledge One difference is that there is now one set of standards adopted by many states That alone should help to ensure that student mobility does not impact learning opportunities for students to the extent that it has in the past (Adapted from Frequently Asked Questions httpwwwcorestandardsorgresourcesfrequently-asked-questions)

2 Where can I find Common Core teaching strategies

To begin with this question perhaps one can turn to the Common Core State Standards website for Math and ELA to understand the big picture behind the standards the instructional shifts and 8 Mathematical Practices and 8 English Language Arts Essential Instructional Moves (attached) Be sure to check out the Appendices listed at the bottom of the page in the menu bar httpwwwcorestandardsorgMath httpwwwcorestandardsorgELA-Literacy One can find many good resources on the website wwwengageNYorg Instructional shifts for ELA and Math from this website can be found at the end of this document The RESA 5 Professional Development Staff is currently updating the RESA 5 website with information regarding the WV Next Generation Common Core State Standards which will include many resources for teachers to use in their classrooms Many online articles offer strategies for teachers to use during implementation of the Common Core Standards For example on the Education World website Toby Rothstein Gruber Eye On Educations Director of Professional Services and the moderator of Eye On Educations professional development webinars has an online article titled ldquoCommon-Core Classroom Strategies Teacher Ideasrdquo httpwwweducationworldcoma_currcommon-core-classroom-strategiesshtml In this article Eye On Educationrsquos Senior Editor and former classroom teacher Lauren Davis addressed concerns in a webinar on five shifts that should be happening in every classroom to ensure student success They include (1) increasing text complexity (2) leading high-level class discussions (3) teaching argument over persuasion (4) focusing on process not just content and (5) creating authentic assignments Teachers share some of the great things they are already doing to make these shifts happen One final thought As teachers align their curriculum to meet the Next Generation Common Core State Standards remember the bigger picture and that the purpose is to give students the skills needed to be successful both in school and beyond Itrsquos about the learning

2

3 How have the standards been rearranged (different grade levels)

The West Virginia Department of Education has developed a crosswalk document which identifies matches between individual standards from existing WVCSO and the NxG CCSS addresses any changes in content by grade levels and speaks to the degree of alignment between standards from each document The intent is to assist users in understanding the movement of content and cross-referencing instructional materials See httpwvdestatewvusteach21documentsEnglishLanguageArtsCrosswalkpdf

4 How do I plan with Next Gen Standards

The WV Next Generation Content Standards and Objectives (NxG CSOs) are process-oriented The new standards provide practical ways to integrate multidisciplinary curriculum units especially at the elementary level At the secondary level teachers can use the NxG CSOs as a vehicle for exploring important topics within their required state content standards at a greater depth While students are deepening their understanding of content teachers will be more able to model and students will be more able to practice the ways in which writers mathematicians scientists social scientists and other professionals do their work

5 How are we going to cover all the content

Teachers will be able to plan much more effectively for learning not coverage The new standards afford teachers the opportunity to choose broadly the content to examine and to design units that group and integrate standards so that students experience learning fundamental concepts which they may confront in a variety of contexts All in all the Next Generation Content Standards and Objectives should not be viewed as a checklist of skills but rather as a topographical map that reveals the ldquolay of the landrdquo of what we teach

6 Is the WESTEST2 going to be based on the current CSOs or the Next Gen Standards

WESTEST2 is based on the current West Virginia Content Standards and Objectives Information regarding the WESTEST2 can be found on the WVDE website httpwvdestatewvusoaawestest_indexhtml The new Smarter Balanced Assessment will be given statewide in the 2014-2015 school year and will be based on the new Next Generation Content Standards and Objectives For more information on Smarter Balanced go the Frequently Asked Questions resource found on httpwwwsmarterbalancedorgresources-eventsfaqs A comparison of WESTEST 2 and Smarter Balanced can be found on the following site httpwvdestatewvussmarter-balancedparentscomparison-to-westest2pdf

7 What web-based resources are available

The following suggested websites contain resources that may be helpful for anyone involved with the implementation support andor monitoring of the West Virginia Next Generation Common Core State Standards Other websites are posted on the RESA 5 site and will continue to be updated httpwwwcorestandardsorgMath httpwwwcorestandardsorgELA-Literacy httpwwwengagenyorg httpwwwachievethecoreorg httpsuccessatthecorecom httplearnzillioncom 3

8 How do we ensure mastery of the Next Gen Standards

1 First teachers must know where their students are going What are the learning targets (Examine each standard and decide the minimum evidence that students have achieved mastery of the standard Then decide what the maximum evidence is Use this range as the parameters for differentiation activities with students so that differentiation goes up from the standard rather than down)

2 After determining the acceptable evidence of mastery figure out by what criteria mastery will be judged The point is to start with the summative assessment as the final proof of mastery and then identify the checkpoints and evidence that students are moving towards mastery using formative assessment practices The following questions may serve as guidance when using assessments

How well does the assessment match the intended learning targets Are you looking to see if students have learned information well enough to apply it in new ways Are you testing to see if students have learned a procedure to the level of automaticity Are you looking to see if students have reached certain benchmarks

Determine what it is that students should know or be able to do and then find or develop an assessment that will provide the best information One example is an analytic rubric that describes the various stages of progress towards mastery

3 Communicate learning targets effectively both to students and to their parents Doing so will help them understand the connection between the daily assignments and the learning targets and will also shift the accountability for students reaching those targets from solely the teachersrsquo shoulders to every member of the learning community One example is for teachers to periodically stop students and ask them to explain in their own words why they are completing a particular assignment Teachers must make sure that they can connect the assignment to the learning target Another example includes sending parents an e-mail or a letter home at the beginning of each new unit explaining what the learning targets will be for that unit and how they can track their childs progress towards mastering these learning goals Furthermore having students chart their own progress towards mastery will help students make the learning targets personal to them and take ownership over achieving these goals

4 As teachers design the instruction they must carefully match all of learning activities to the standards Providing scaffold instruction and differentiated learning activities will ensure that all students are reaching their learning targets

4

Common Core Resources CORE Instruction ndash English Language Arts

8 Essential Instructional Moves to Support Studentsrsquo Access to Text 1 Teacher provides little introduction so as not to simplify the topic or text or rob students of discovering things for themselves 2 Students directly engage and grapple with the topic or text without teacher intervention to make their own meaning and draw initial conclusions This move typically involves reading andor rethinking which improves comprehension and supports creative thinking 3 Teacher reads text aloud or demonstrates content or skills Research shows that teachers reading aloud improves fluency and builds vocabulary Like modeling thought processes and problem-solving in all subject areas teachers reading aloud smoothrsquos out comprehension bumps and extends student access to challenging texts 4 Students translate texts and observations into their own words Research shows asking students to write about what they read or observe strengthens their comprehension of texts and understanding of content 5 Teacher asks a series of text-dependent data-based or problem-based questions These questions serve as scaffolding and they sustain focus on specific detailed evidence to support studentsrsquo opinions 6 Students write a narrative informative or argumentative piece that is grounded in detailed evidence-based support from the text experiment or problem 7 Students andor teacher use Instructional Moves 1-6 to determine question(s) to research and investigate through shared inquiry and collaboration Background knowledge of the topic or text is expanded through this research investigation 8 Students demonstrate their understanding by creating a product and presenting it to an audience This real-world application supports ongoing engagement and deeper understanding and promotes the development of communication skills

Mathematics | Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency (skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics as sensible useful and worthwhile coupled with a belief in diligence and onersquos own efficacy) 5

1 Make sense of problems and persevere in solving them Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution They analyze givens constraints relationships and goals They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution They monitor and evaluate their progress and change course if necessary Older students might depending on the context of the problem transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need Mathematically proficient students can explain correspondences between equations verbal descriptions tables and graphs or draw diagrams of important features and relationships graph data and search for regularity or trends Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem Mathematically proficient students check their answers to problems using a different method and they continually ask themselves ldquoDoes this make senserdquo They can understand the approaches of others to solving complex problems and identify correspondences between different approaches 2 Reason abstractly and quantitatively Mathematically proficient students make sense of quantities and their relationships in problem situations They bring two complementary abilities to bear on problems involving quantitative relationships the ability to decontextualizemdashto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own without necessarily attending to their referentsmdashand the ability to contextualize to pause as needed during the manipulation process in order to probe into the referents for the symbols involved Quantitative reasoning entails habits of creating a coherent representation of the problem at hand considering the units involved attending to the meaning of quantities not just how to compute them and knowing and flexibly using different properties of operations and objects 3 Construct viable arguments and critique the reasoning of others Mathematically proficient students understand and use stated assumptions definitions and previously established results in constructing arguments They make conjectures and build a logical progression of statements to explore the truth of their conjectures They are able to analyze situations by breaking them into cases and can recognize and use counterexamples They justify their conclusions communicate them to others and respond to the arguments of others They reason inductively about data making plausible arguments that take into account the context from which the data arose Mathematically proficient students are also able to compare the effectiveness of two plausible arguments distinguish correct logic or reasoning from that which is flawed andmdashif there is a flaw in an argumentmdashexplain what it is Elementary students can construct arguments using concrete referents such as objects drawings diagrams and actions Such arguments can make sense and be correct even though they are not generalized or made formal until later grades Later students learn to determine domains to which an argument applies Students at all grades can listen or read the arguments of others decide whether they make sense and ask useful questions to clarify or improve the arguments 4 Model with mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life society and the workplace In early grades this might be as simple as writing an addition equation to describe a situation In middle grades a student might apply proportional reasoning to plan a school event or analyze a problem in the community By high school a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation realizing that these may need revision later They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams two-way tables graphs flowcharts and formulas They can analyze those relationships mathematically to draw conclusions They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense possibly improving the model if it has not served its purpose 6

5 Use appropriate tools strategically Mathematically proficient students consider the available tools when solving a mathematical problem These tools might include pencil and paper concrete models a ruler a protractor a calculator a spreadsheet a computer algebra system a statistical package or dynamic geometry software Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful recognizing both the insight to be gained and their limitations For example mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator They detect possible errors by strategically using estimation and other mathematical knowledge When making mathematical models they know that technology can enable them to visualize the results of varying assumptions explore consequences and compare predictions with data Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources such as digital content located on a website and use them to pose or solve problems They are able to use technological tools to explore and deepen their understanding of concepts 6 Attend to precision Mathematically proficient students try to communicate precisely to others They try to use clear definitions in discussion with others and in their own reasoning They state the meaning of the symbols they choose including using the equal sign consistently and appropriately They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem They calculate accurately and efficiently express numerical answers with a degree of precision appropriate for the problem context In the elementary grades students give carefully formulated explanations to each other By the time they reach high school they have learned to examine claims and make explicit use of definitions 7 Look for and make use of structure Mathematically proficient students look closely to discern a pattern or structure Young students for example might notice that three and seven more is the same amount as seven and three more or they may sort a collection of shapes according to how many sides the shapes have Later students will see 7 times 8 equals the well-remembered 7 times 5 + 7 times 3 in preparation for learning about the distributive property In the expression x2 + 9x + 14 older students can see the 14 as 2 times 7 and the 9 as 2 + 7 They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems They also can step back for an overview and shift perspective They can see complicated things such as some algebraic expressions as single objects or as being composed of several objects For example they can see 5 ndash 3(x ndash y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y 8 Look for and express regularity in repeated reasoning Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again and conclude they have a repeating decimal By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1 2) with slope 3 middle school students might abstract the equation (y ndash 2)(x ndash 1) = 3 Noticing the regularity in the way terms cancel when expanding (x ndash 1) (x + 1) (x ndash 1) (x2 + x + 1) and (x ndash 1) (x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series As they work to solve a problem mathematically proficient students maintain oversight of the process while attending to the details They continually evaluate the reasonableness of their intermediate results Mathematical Practice s posters in ldquokid-friendlyrdquo language can be found online if one simply searches for them Examples of posters will be uploaded to the RESA 5 website in the EEA math sections

7

What YOU CAN DO about Bullying DO DONrsquoT bull Tell the person who is bullying to stop bull Spread rumors bull Tell a trusted adult what is happening bull Exclude students from activities bull Be a supportive friend to the student who is being bullied bull Join in bull Tell the student who was bullied that it was NOT his or

her fault bull Laugh at other students being hurt bull Cheer on the student who is bullying

bull Bully the student who is bullying It is NEVER okay to use bullying behavior

From The Right to Be Safe Putting an End to Bullying Behavior by Cricket Meehan PhD Copyright 2011 Search Institute Minneapolis MN 877-240-7251 ext 1 wwwsearch-inwstituteorg All rights reserved

8

Common Core Resources CORE Instruction ndash English Language Arts

8 Essential Instructional Moves to Support Studentsrsquo Access to Text 1 Teacher provides little introduction so as not to simplify the topic or text or rob students of discovering things for themselves 2 Students directly engage and grapple with the topic or text without teacher intervention to make their own meaning and draw initial conclusions This move typically involves reading andor rethinking which improves comprehension and supports creative thinking 3 Teacher reads text aloud or demonstrates content or skills Research shows that teachers reading aloud improves fluency and builds vocabulary Like modeling thought processes and problem-solving in all subject areas teachers reading aloud smoothrsquos out comprehension bumps and extends student access to challenging texts 4 Students translate texts and observations into their own words Research shows asking students to write about what they read or observe strengthens their comprehension of texts and understanding of content 5 Teacher asks a series of text-dependent data-based or problem-based questions These questions serve as scaffolding and they sustain focus on specific detailed evidence to support studentsrsquo opinions 6 Students write a narrative informative or argumentative piece that is grounded in detailed evidence-based support from the text experiment or problem 7 Students andor teacher use Instructional Moves 1-6 to determine question(s) to research and investigate through shared inquiry and collaboration Background knowledge of the topic or text is expanded through this research investigation 8 Students demonstrate their understanding by creating a product and presenting it to an audience This real-world application supports ongoing engagement and deeper understanding and promotes the development of communication skills

Mathematics | Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important ldquoprocesses and proficienciesrdquo with longstanding importance in mathematics education The first of these are the NCTM process standards of problem solving reasoning and proof communication representation and connections The second are the strands of mathematical proficiency specified in the National Research Councilrsquos report Adding It Up adaptive reasoning strategic competence conceptual understanding (comprehension of mathematical concepts operations and relations) procedural fluency (skill in carrying out procedures flexibly accurately efficiently and appropriately) and productive disposition (habitual inclination to see mathematics as sensible useful and worthwhile coupled with a belief in diligence and onersquos own efficacy) 5

1 Make sense of problems and persevere in solving them Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution They analyze givens constraints relationships and goals They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution They monitor and evaluate their progress and change course if necessary Older students might depending on the context of the problem transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need Mathematically proficient students can explain correspondences between equations verbal descriptions tables and graphs or draw diagrams of important features and relationships graph data and search for regularity or trends Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem Mathematically proficient students check their answers to problems using a different method and they continually ask themselves ldquoDoes this make senserdquo They can understand the approaches of others to solving complex problems and identify correspondences between different approaches 2 Reason abstractly and quantitatively Mathematically proficient students make sense of quantities and their relationships in problem situations They bring two complementary abilities to bear on problems involving quantitative relationships the ability to decontextualizemdashto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own without necessarily attending to their referentsmdashand the ability to contextualize to pause as needed during the manipulation process in order to probe into the referents for the symbols involved Quantitative reasoning entails habits of creating a coherent representation of the problem at hand considering the units involved attending to the meaning of quantities not just how to compute them and knowing and flexibly using different properties of operations and objects 3 Construct viable arguments and critique the reasoning of others Mathematically proficient students understand and use stated assumptions definitions and previously established results in constructing arguments They make conjectures and build a logical progression of statements to explore the truth of their conjectures They are able to analyze situations by breaking them into cases and can recognize and use counterexamples They justify their conclusions communicate them to others and respond to the arguments of others They reason inductively about data making plausible arguments that take into account the context from which the data arose Mathematically proficient students are also able to compare the effectiveness of two plausible arguments distinguish correct logic or reasoning from that which is flawed andmdashif there is a flaw in an argumentmdashexplain what it is Elementary students can construct arguments using concrete referents such as objects drawings diagrams and actions Such arguments can make sense and be correct even though they are not generalized or made formal until later grades Later students learn to determine domains to which an argument applies Students at all grades can listen or read the arguments of others decide whether they make sense and ask useful questions to clarify or improve the arguments 4 Model with mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life society and the workplace In early grades this might be as simple as writing an addition equation to describe a situation In middle grades a student might apply proportional reasoning to plan a school event or analyze a problem in the community By high school a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation realizing that these may need revision later They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams two-way tables graphs flowcharts and formulas They can analyze those relationships mathematically to draw conclusions They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense possibly improving the model if it has not served its purpose 6

5 Use appropriate tools strategically Mathematically proficient students consider the available tools when solving a mathematical problem These tools might include pencil and paper concrete models a ruler a protractor a calculator a spreadsheet a computer algebra system a statistical package or dynamic geometry software Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful recognizing both the insight to be gained and their limitations For example mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator They detect possible errors by strategically using estimation and other mathematical knowledge When making mathematical models they know that technology can enable them to visualize the results of varying assumptions explore consequences and compare predictions with data Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources such as digital content located on a website and use them to pose or solve problems They are able to use technological tools to explore and deepen their understanding of concepts 6 Attend to precision Mathematically proficient students try to communicate precisely to others They try to use clear definitions in discussion with others and in their own reasoning They state the meaning of the symbols they choose including using the equal sign consistently and appropriately They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem They calculate accurately and efficiently express numerical answers with a degree of precision appropriate for the problem context In the elementary grades students give carefully formulated explanations to each other By the time they reach high school they have learned to examine claims and make explicit use of definitions 7 Look for and make use of structure Mathematically proficient students look closely to discern a pattern or structure Young students for example might notice that three and seven more is the same amount as seven and three more or they may sort a collection of shapes according to how many sides the shapes have Later students will see 7 times 8 equals the well-remembered 7 times 5 + 7 times 3 in preparation for learning about the distributive property In the expression x2 + 9x + 14 older students can see the 14 as 2 times 7 and the 9 as 2 + 7 They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems They also can step back for an overview and shift perspective They can see complicated things such as some algebraic expressions as single objects or as being composed of several objects For example they can see 5 ndash 3(x ndash y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y 8 Look for and express regularity in repeated reasoning Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again and conclude they have a repeating decimal By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1 2) with slope 3 middle school students might abstract the equation (y ndash 2)(x ndash 1) = 3 Noticing the regularity in the way terms cancel when expanding (x ndash 1) (x + 1) (x ndash 1) (x2 + x + 1) and (x ndash 1) (x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series As they work to solve a problem mathematically proficient students maintain oversight of the process while attending to the details They continually evaluate the reasonableness of their intermediate results Mathematical Practice s posters in ldquokid-friendlyrdquo language can be found online if one simply searches for them Examples of posters will be uploaded to the RESA 5 website in the EEA math sections

7

What YOU CAN DO about Bullying DO DONrsquoT bull Tell the person who is bullying to stop bull Spread rumors bull Tell a trusted adult what is happening bull Exclude students from activities bull Be a supportive friend to the student who is being bullied bull Join in bull Tell the student who was bullied that it was NOT his or

her fault bull Laugh at other students being hurt bull Cheer on the student who is bullying

bull Bully the student who is bullying It is NEVER okay to use bullying behavior

From The Right to Be Safe Putting an End to Bullying Behavior by Cricket Meehan PhD Copyright 2011 Search Institute Minneapolis MN 877-240-7251 ext 1 wwwsearch-inwstituteorg All rights reserved

8

1 Make sense of problems and persevere in solving them Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution They analyze givens constraints relationships and goals They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution They monitor and evaluate their progress and change course if necessary Older students might depending on the context of the problem transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need Mathematically proficient students can explain correspondences between equations verbal descriptions tables and graphs or draw diagrams of important features and relationships graph data and search for regularity or trends Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem Mathematically proficient students check their answers to problems using a different method and they continually ask themselves ldquoDoes this make senserdquo They can understand the approaches of others to solving complex problems and identify correspondences between different approaches 2 Reason abstractly and quantitatively Mathematically proficient students make sense of quantities and their relationships in problem situations They bring two complementary abilities to bear on problems involving quantitative relationships the ability to decontextualizemdashto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own without necessarily attending to their referentsmdashand the ability to contextualize to pause as needed during the manipulation process in order to probe into the referents for the symbols involved Quantitative reasoning entails habits of creating a coherent representation of the problem at hand considering the units involved attending to the meaning of quantities not just how to compute them and knowing and flexibly using different properties of operations and objects 3 Construct viable arguments and critique the reasoning of others Mathematically proficient students understand and use stated assumptions definitions and previously established results in constructing arguments They make conjectures and build a logical progression of statements to explore the truth of their conjectures They are able to analyze situations by breaking them into cases and can recognize and use counterexamples They justify their conclusions communicate them to others and respond to the arguments of others They reason inductively about data making plausible arguments that take into account the context from which the data arose Mathematically proficient students are also able to compare the effectiveness of two plausible arguments distinguish correct logic or reasoning from that which is flawed andmdashif there is a flaw in an argumentmdashexplain what it is Elementary students can construct arguments using concrete referents such as objects drawings diagrams and actions Such arguments can make sense and be correct even though they are not generalized or made formal until later grades Later students learn to determine domains to which an argument applies Students at all grades can listen or read the arguments of others decide whether they make sense and ask useful questions to clarify or improve the arguments 4 Model with mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life society and the workplace In early grades this might be as simple as writing an addition equation to describe a situation In middle grades a student might apply proportional reasoning to plan a school event or analyze a problem in the community By high school a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation realizing that these may need revision later They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams two-way tables graphs flowcharts and formulas They can analyze those relationships mathematically to draw conclusions They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense possibly improving the model if it has not served its purpose 6

5 Use appropriate tools strategically Mathematically proficient students consider the available tools when solving a mathematical problem These tools might include pencil and paper concrete models a ruler a protractor a calculator a spreadsheet a computer algebra system a statistical package or dynamic geometry software Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful recognizing both the insight to be gained and their limitations For example mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator They detect possible errors by strategically using estimation and other mathematical knowledge When making mathematical models they know that technology can enable them to visualize the results of varying assumptions explore consequences and compare predictions with data Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources such as digital content located on a website and use them to pose or solve problems They are able to use technological tools to explore and deepen their understanding of concepts 6 Attend to precision Mathematically proficient students try to communicate precisely to others They try to use clear definitions in discussion with others and in their own reasoning They state the meaning of the symbols they choose including using the equal sign consistently and appropriately They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem They calculate accurately and efficiently express numerical answers with a degree of precision appropriate for the problem context In the elementary grades students give carefully formulated explanations to each other By the time they reach high school they have learned to examine claims and make explicit use of definitions 7 Look for and make use of structure Mathematically proficient students look closely to discern a pattern or structure Young students for example might notice that three and seven more is the same amount as seven and three more or they may sort a collection of shapes according to how many sides the shapes have Later students will see 7 times 8 equals the well-remembered 7 times 5 + 7 times 3 in preparation for learning about the distributive property In the expression x2 + 9x + 14 older students can see the 14 as 2 times 7 and the 9 as 2 + 7 They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems They also can step back for an overview and shift perspective They can see complicated things such as some algebraic expressions as single objects or as being composed of several objects For example they can see 5 ndash 3(x ndash y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y 8 Look for and express regularity in repeated reasoning Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again and conclude they have a repeating decimal By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1 2) with slope 3 middle school students might abstract the equation (y ndash 2)(x ndash 1) = 3 Noticing the regularity in the way terms cancel when expanding (x ndash 1) (x + 1) (x ndash 1) (x2 + x + 1) and (x ndash 1) (x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series As they work to solve a problem mathematically proficient students maintain oversight of the process while attending to the details They continually evaluate the reasonableness of their intermediate results Mathematical Practice s posters in ldquokid-friendlyrdquo language can be found online if one simply searches for them Examples of posters will be uploaded to the RESA 5 website in the EEA math sections

7

What YOU CAN DO about Bullying DO DONrsquoT bull Tell the person who is bullying to stop bull Spread rumors bull Tell a trusted adult what is happening bull Exclude students from activities bull Be a supportive friend to the student who is being bullied bull Join in bull Tell the student who was bullied that it was NOT his or

her fault bull Laugh at other students being hurt bull Cheer on the student who is bullying

bull Bully the student who is bullying It is NEVER okay to use bullying behavior

From The Right to Be Safe Putting an End to Bullying Behavior by Cricket Meehan PhD Copyright 2011 Search Institute Minneapolis MN 877-240-7251 ext 1 wwwsearch-inwstituteorg All rights reserved

8

5 Use appropriate tools strategically Mathematically proficient students consider the available tools when solving a mathematical problem These tools might include pencil and paper concrete models a ruler a protractor a calculator a spreadsheet a computer algebra system a statistical package or dynamic geometry software Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful recognizing both the insight to be gained and their limitations For example mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator They detect possible errors by strategically using estimation and other mathematical knowledge When making mathematical models they know that technology can enable them to visualize the results of varying assumptions explore consequences and compare predictions with data Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources such as digital content located on a website and use them to pose or solve problems They are able to use technological tools to explore and deepen their understanding of concepts 6 Attend to precision Mathematically proficient students try to communicate precisely to others They try to use clear definitions in discussion with others and in their own reasoning They state the meaning of the symbols they choose including using the equal sign consistently and appropriately They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem They calculate accurately and efficiently express numerical answers with a degree of precision appropriate for the problem context In the elementary grades students give carefully formulated explanations to each other By the time they reach high school they have learned to examine claims and make explicit use of definitions 7 Look for and make use of structure Mathematically proficient students look closely to discern a pattern or structure Young students for example might notice that three and seven more is the same amount as seven and three more or they may sort a collection of shapes according to how many sides the shapes have Later students will see 7 times 8 equals the well-remembered 7 times 5 + 7 times 3 in preparation for learning about the distributive property In the expression x2 + 9x + 14 older students can see the 14 as 2 times 7 and the 9 as 2 + 7 They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems They also can step back for an overview and shift perspective They can see complicated things such as some algebraic expressions as single objects or as being composed of several objects For example they can see 5 ndash 3(x ndash y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y 8 Look for and express regularity in repeated reasoning Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again and conclude they have a repeating decimal By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1 2) with slope 3 middle school students might abstract the equation (y ndash 2)(x ndash 1) = 3 Noticing the regularity in the way terms cancel when expanding (x ndash 1) (x + 1) (x ndash 1) (x2 + x + 1) and (x ndash 1) (x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series As they work to solve a problem mathematically proficient students maintain oversight of the process while attending to the details They continually evaluate the reasonableness of their intermediate results Mathematical Practice s posters in ldquokid-friendlyrdquo language can be found online if one simply searches for them Examples of posters will be uploaded to the RESA 5 website in the EEA math sections

7

What YOU CAN DO about Bullying DO DONrsquoT bull Tell the person who is bullying to stop bull Spread rumors bull Tell a trusted adult what is happening bull Exclude students from activities bull Be a supportive friend to the student who is being bullied bull Join in bull Tell the student who was bullied that it was NOT his or

her fault bull Laugh at other students being hurt bull Cheer on the student who is bullying

bull Bully the student who is bullying It is NEVER okay to use bullying behavior

From The Right to Be Safe Putting an End to Bullying Behavior by Cricket Meehan PhD Copyright 2011 Search Institute Minneapolis MN 877-240-7251 ext 1 wwwsearch-inwstituteorg All rights reserved

8

What YOU CAN DO about Bullying DO DONrsquoT bull Tell the person who is bullying to stop bull Spread rumors bull Tell a trusted adult what is happening bull Exclude students from activities bull Be a supportive friend to the student who is being bullied bull Join in bull Tell the student who was bullied that it was NOT his or

her fault bull Laugh at other students being hurt bull Cheer on the student who is bullying

bull Bully the student who is bullying It is NEVER okay to use bullying behavior

From The Right to Be Safe Putting an End to Bullying Behavior by Cricket Meehan PhD Copyright 2011 Search Institute Minneapolis MN 877-240-7251 ext 1 wwwsearch-inwstituteorg All rights reserved

8

FOOTPOWER Wood County 4th grader Grace Harper Lawrence won the FootPower bicycle donated by the Wood County Family Resource Network Approximately 54 children and 10 adults were fitted for free helmets and had their bicycles checked by the Parkersburg Bicycle Shop There were 9 stations teaching children and parents safe biking skills Westbrook Health Services demonstrated the importance of wearing a helmet and other safety issues when riding a bicycle Participants learned the best protection against head injury is to wear a properly-fitted helmet when cycling RESA 5rsquos Public Service Training staff provided basic outdoor safety information such as first aid how to care for bites simple splinting CPR and signaling when disoriented or lost

9

Park Day 2013 In the upper right hand corner Edison Middle Schoolrsquos Eagle Park won the Cool Green Space Contest In the lower right corner Amanda Lieving is fitting a helmet at the FootPower event

10

RESA 5 - Regional Council Calhoun County Superintendent Roger Propst Council Member Larry Harris Jackson County Superintendent Blaine Hess Council Member Carroll Staats Pleasants County Superintendent Michael Wells Council Member Jim McKnight Vice

Chair Ritchie County Superintendent Ed Toman Council Member Sheryll Jameson Roane County Superintendent Mickey Blackwell Council Member Paul Cummings Tyler County Superintendent Robin Daquilante Council Member Linda Hoover Wirt County Superintendent MaryJane Pope-Albin Council Member James Rader Wood County Superintendent J Patrick Law Chair Council Member Jim Fox Chief Instructional Leader Representative Ms Donna Barksdale Assistant Superintendent Pleasants County Schools Teacher Representative Vacant Central Office Representative Joe Oliverio Director of Elementary Education Wood county Schools Higher Ed Representative Cynthia Gissy ndash WVU-P Secretary to the Council Ralph S Board Executive Director WBOE Representative Vacant WVDE Representative Betty Jo Jordan Executive Assistant to the State Superintendent

Contact Information RESA 5 2507 Ninth Avenue Parkersburg WV 26101 Phone 304-485-6513 Fax 304-485-6515

rsboardaccessk12wvus dcrislipaccessk12wvus

httpresa5k12wvus

11

Principal Saturday Sessions Saturday October 5 RESA 5 will begin the seven sessions for principals on school improvement using the 7 High Quality Standards The first session will focus on standard 1 Positive Climate and Cohesive Culture The session will be held at RESA 5 and will begin at 900 AM and end promptly at noon Every RESA 5 principal and assistant principal is invited to attend Every time an administrator attends his or her name will be placed into a drawing that will be held on the last session for some great prizes The Professional Development division will be responsible for delivering the training A separate email has been sent to all county principals and assistants inviting them to attend Because we will only have 21 contact hours over these seven sessions graduate credit cannot be awarded but we will turn in the hours to the Center for Professional Development for each administrator that attends all seven sessions

RESA 5 Graduate Classes An email was sent to all accessk12wvus accounts in RESA 5 announcing the fall graduate classes It is true we are only offering one class this fall Graduate classes are offered only when we have instructors who are willing to offer classes in their expertise The spring schedule will be out in November and the summer schedule will be out in February We are working diligently to have several offerings for spring and summer It is important to remember that we must have at least 10 people registered for classes in order to run them This past summer we were not able to run a class due to lack of registered participants If you have an idea for a class or would like to instruct a class please contact Dr David Scragg or Stefani McKinney at 304-485-6513 extension 1302 If you wish to teach this class in the spring please make contact by October 15 and if you wish to teach the class in the summer please make contact by January 15 Thank you

Park Day 2013 In the upper right hand corner Edison Middle Schoolrsquos Eagle Park won the Cool Green Space Contest In the lower right corner Amanda Lieving is fitting a helmet at the FootPower event

10

RESA 5 - Regional Council Calhoun County Superintendent Roger Propst Council Member Larry Harris Jackson County Superintendent Blaine Hess Council Member Carroll Staats Pleasants County Superintendent Michael Wells Council Member Jim McKnight Vice

Chair Ritchie County Superintendent Ed Toman Council Member Sheryll Jameson Roane County Superintendent Mickey Blackwell Council Member Paul Cummings Tyler County Superintendent Robin Daquilante Council Member Linda Hoover Wirt County Superintendent MaryJane Pope-Albin Council Member James Rader Wood County Superintendent J Patrick Law Chair Council Member Jim Fox Chief Instructional Leader Representative Ms Donna Barksdale Assistant Superintendent Pleasants County Schools Teacher Representative Vacant Central Office Representative Joe Oliverio Director of Elementary Education Wood county Schools Higher Ed Representative Cynthia Gissy ndash WVU-P Secretary to the Council Ralph S Board Executive Director WBOE Representative Vacant WVDE Representative Betty Jo Jordan Executive Assistant to the State Superintendent

Contact Information RESA 5 2507 Ninth Avenue Parkersburg WV 26101 Phone 304-485-6513 Fax 304-485-6515

rsboardaccessk12wvus dcrislipaccessk12wvus

httpresa5k12wvus

11

Principal Saturday Sessions Saturday October 5 RESA 5 will begin the seven sessions for principals on school improvement using the 7 High Quality Standards The first session will focus on standard 1 Positive Climate and Cohesive Culture The session will be held at RESA 5 and will begin at 900 AM and end promptly at noon Every RESA 5 principal and assistant principal is invited to attend Every time an administrator attends his or her name will be placed into a drawing that will be held on the last session for some great prizes The Professional Development division will be responsible for delivering the training A separate email has been sent to all county principals and assistants inviting them to attend Because we will only have 21 contact hours over these seven sessions graduate credit cannot be awarded but we will turn in the hours to the Center for Professional Development for each administrator that attends all seven sessions

RESA 5 Graduate Classes An email was sent to all accessk12wvus accounts in RESA 5 announcing the fall graduate classes It is true we are only offering one class this fall Graduate classes are offered only when we have instructors who are willing to offer classes in their expertise The spring schedule will be out in November and the summer schedule will be out in February We are working diligently to have several offerings for spring and summer It is important to remember that we must have at least 10 people registered for classes in order to run them This past summer we were not able to run a class due to lack of registered participants If you have an idea for a class or would like to instruct a class please contact Dr David Scragg or Stefani McKinney at 304-485-6513 extension 1302 If you wish to teach this class in the spring please make contact by October 15 and if you wish to teach the class in the summer please make contact by January 15 Thank you

RESA 5 - Regional Council Calhoun County Superintendent Roger Propst Council Member Larry Harris Jackson County Superintendent Blaine Hess Council Member Carroll Staats Pleasants County Superintendent Michael Wells Council Member Jim McKnight Vice

Chair Ritchie County Superintendent Ed Toman Council Member Sheryll Jameson Roane County Superintendent Mickey Blackwell Council Member Paul Cummings Tyler County Superintendent Robin Daquilante Council Member Linda Hoover Wirt County Superintendent MaryJane Pope-Albin Council Member James Rader Wood County Superintendent J Patrick Law Chair Council Member Jim Fox Chief Instructional Leader Representative Ms Donna Barksdale Assistant Superintendent Pleasants County Schools Teacher Representative Vacant Central Office Representative Joe Oliverio Director of Elementary Education Wood county Schools Higher Ed Representative Cynthia Gissy ndash WVU-P Secretary to the Council Ralph S Board Executive Director WBOE Representative Vacant WVDE Representative Betty Jo Jordan Executive Assistant to the State Superintendent

Contact Information RESA 5 2507 Ninth Avenue Parkersburg WV 26101 Phone 304-485-6513 Fax 304-485-6515

rsboardaccessk12wvus dcrislipaccessk12wvus

httpresa5k12wvus

11

Principal Saturday Sessions Saturday October 5 RESA 5 will begin the seven sessions for principals on school improvement using the 7 High Quality Standards The first session will focus on standard 1 Positive Climate and Cohesive Culture The session will be held at RESA 5 and will begin at 900 AM and end promptly at noon Every RESA 5 principal and assistant principal is invited to attend Every time an administrator attends his or her name will be placed into a drawing that will be held on the last session for some great prizes The Professional Development division will be responsible for delivering the training A separate email has been sent to all county principals and assistants inviting them to attend Because we will only have 21 contact hours over these seven sessions graduate credit cannot be awarded but we will turn in the hours to the Center for Professional Development for each administrator that attends all seven sessions

RESA 5 Graduate Classes An email was sent to all accessk12wvus accounts in RESA 5 announcing the fall graduate classes It is true we are only offering one class this fall Graduate classes are offered only when we have instructors who are willing to offer classes in their expertise The spring schedule will be out in November and the summer schedule will be out in February We are working diligently to have several offerings for spring and summer It is important to remember that we must have at least 10 people registered for classes in order to run them This past summer we were not able to run a class due to lack of registered participants If you have an idea for a class or would like to instruct a class please contact Dr David Scragg or Stefani McKinney at 304-485-6513 extension 1302 If you wish to teach this class in the spring please make contact by October 15 and if you wish to teach the class in the summer please make contact by January 15 Thank you