1. PRI, October 8-9, 2013 Presented by: Jon Pollock Coordinator of Curriculum and Instruction Michalene Mills Coordinator of School Improvement and Technical Assistance

2. 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

3. 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?

4. Engagement Action 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)

5. 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

6. 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

7. 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

8. 654321654321 Evaluation Synthesis Analysis Application Understanding Awareness 1 2 3 4 5 KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations International Center for Leadership in Education

9. 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

10. 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.

11. 1. 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

15. Smarter Balanced Assessment Smarter Balanced is a system.  Performance Tasks  Computer Adaptive  Interim Assessments  Digital Library of Tools

16. 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.

17. 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.

18. 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.

19. 654321654321 Evaluation Synthesis Analysis Application Understanding Awareness 1 2 3 4 5 KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations International Center for Leadership in Education

20. 654321654321 Evaluation Synthesis Analysis Application Understanding Awareness 1 2 3 4 5 KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations International Center for Leadership in Education

21. Rigor and Relevance…  Rigor and Relevance are important.  Without Rigor there is no potential for growth.  Without Relevance there is not much potential for engagement.  However, without professional, caring relationships with our students, neither Rigor nor Relevance matter.  Most students do not care what and how much a teacher knows – until they experience sincerity and safety within the classroom.

22. Robert Hull, WVDE Associate Superintendent, Division of Teaching and Learning  Wordle created from Mr. Hull’s research on what Students need:

24. Exit Slips: Resa 6 School Improvement Services I used to think…, Now I think…. Thank you!

25. Contact Information: Michalene Mills Coordinator of School Improvement and Technical Assistance mcmills@access.k12.wv.us Cell: 304-312-7058 Office: 304-231-3817 Jonathan Pollock Coordinator of Curriculum and Instruction jpollock@access.k12.wv.us Cell: 304-312-9676 Office: 304-231-3830