<p> Writing Curriculum and Instruction National History Day (NHD)</p><p>Demonstrator 1: Student Access All students should have equitable access to high quality curriculum and instruction.</p><p>PROFICIENT WHAT DOES THAT LOOK LIKE? DO I DO THAT? WHAT EVIDENCE DO I HAVE? </p><p> a) Students participate in This is the purpose of National History Day  Students’ final projects, including all intentionally planned literacy  Students can select topics related to written components. learning opportunities to religion, science, math, art, politics,  Links to student videos and copies of explore ideas and design economics, and more. student scripts. products across content areas.  Printed copies of student websites.  Copies of student papers.  Photos of student exhibits.  Photos of student performances and copies of student scripts.  National History Day instructional materials (lesson plans).  Student project rubrics.</p><p> b) Students have access and use  NHD provides opportunities for G&T  Students’ final projects equipment and materials students and students of all levels.  Student rubrics with individual teacher designed to meet their  Students are able to compete in feedback. individual needs as determined different areas based on their advanced by data (e.g., formative skills assessments). </p><p> c) Teachers instruct the complex Whole class instruction with student choice and  Rough drafts and final drafts of all processes, concepts and specific mini-lessons based on individual group components from students. principles of literacy using needs:  Lesson plans on the elements of writing. differentiated strategies that  Argumentative Writing  Copies of student planning forms found in make instruction accessible to  Crafting and proving a point a “Guide to Historical Research” all students.  Writing a thesis  Annotated bibliographies  Writing the process paper  Creating an annotated bibliography</p><p>1 Recommendations for improvement: </p><p>Demonstrator 2: Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards.</p><p>Proficient What does that look like? Do I do that? What evidences do I have? a) Curriculum is aligned http://www.nhd.org/images/uploads/NHD Lesson plans that cite the CCS vertically and horizontally to %20and%20Common%20Core%20- the Kentucky Core Academic Final.pdf Standards for Language Arts. </p><p> b) Curriculum integrates the http://www.nhd.org/images/uploads/NHD Lesson plans that cite strands of literacy strands of literacy (reading, %20and%20Common%20Core%20- writing, speaking, listening, Final.pdf and language use) across content areas to explicitly instruct and develop communication skills </p><p> http://www.nhd.org/images/uploads/NHD  Student planning sheets copied from NHD c) Curriculum provides %20and%20Common%20Core%20- resource books. opportunities for students to Final.pdf apply technology effectively as a tool to research, organize,  Planning framework - How to do evaluate and communicate Research information.</p><p>2 d) Communications portfolio http://www.nhd.org/images/uploads/NHD  Documentary and performance script demonstrates student %20and%20Common%20Core%20- drafts interests and the integration Final.pdf  Research paper drafts of writing and communication  Website text drafts skills across the content areas● Student choice in research project  Process papers and over time. ● Writing activities over time  Annotated bibliographies ● Language Arts and Social Studies  Practice interviews ● Project time-line 4-6 months  Oral presentations to peers/teachers</p><p> e) Curriculum provides ● Lesson plans that cite the 21st Century opportunities for students to ● Inquiry lead research, working in collaborative Skills practice 21st century critical groups, sharing results, working with thinking, collaboration, scholars/teachers, etc. creativity, problem- solving ● Presentations in real-world format, connections and communication skills and to long-term impacts, along with connections to to connect these to real world current events experiences. http://www.nhd.org/images/uploads/NHD %20and%20Common%20Core%20- Final.pdf</p><p>Recommendations for improvement: </p><p>Writing Program Review Demonstrator 3: Instructional Strategies All teachers should implement instructional strategies that provide quality, variety, and access for all students. Proficient What does that look like? Did I do that? What evidences do I have? a) Teachers, students, and  Exemplars on NHD website ● Lesson plans others provide literacy ● Primary and secondary Sources ● NHD Sources instructional strategies and● Thesis statements ● NHD PPT models that assist in ● Ethical copyright ● NHD Suggested Lessons achieving specific learning ● (mini-lessons) ● NHD Google Hangouts objectives. b) Students research  This is the purpose of NHD ● Brainstorming documentation information to seek a new or ● Student surveys 3 deeper understanding ● Suggested topic list around a topic and demonstrate new understanding through products. c) Students demonstrate media Reading ● National Archives literacy through regular use ● articles found online ● Weebly of technological tools, ● analyzing primary sources ● Editing tools resources and applications ● photos ● iMovie and Movie Maker in reading, writing, speaking, ● websites analyzed for validity ● Word Processing listening and language use to Writing ● E-bib and other bibliography meet specific communication ● use of word processing organizational tools goals. programs ● Noodle Tools ● editing and revising ● Chronozoom ● online shared conferencing ● Google Hangouts (Google docs, Dropbox) Speaking ● documentary voice overs ● interviews ● narration ● oral interview (Skype) that is incorporated into website ● recording interviews in all formats</p><p>Listening ● analyze video documents ● analyze audio sources</p><p>Language Use ● recorded performance review and reflection ● use of formal language vs. informal ● proper use of grammar in process paper and research papers, websites, etc. d) Students integrate what is ● Final NHD presentations ● Bibliography that shows a variety of 4 learned when using ● Judging interviews sources both online and offline technology with what they ● Performances learn offline to develop ● Classroom instruction on process ● Video of practice interviews understanding and ● Content that is merged with the NHD communication. online research ● Judging scoring sheets ● Library research ● Use of articles (hard copies) ● Draft of student script, paper, source ● Personal interviews cards, etc. e) Students use varying ● NHD purpose- Set from the beginning of  End result (final project) should strategies and demonstrate the project. demonstrate that each of these were used. an understanding of ● NHD audience in final stage is typically communicating to audiences an external judge, someone who is not expected in different forms and for to be familiar with their topic. various purposes. ● Form is student selected based on the most appropriate way of communicating their purpose to their audience. ● Purpose is specific to NHD theme ● Purpose is specific to student created thesis- clearly identified throughout the process f) Students engage in ● NHD process is constant review and ● Final presentations at school discussion with teachers revision with peers, teachers, coaches, judges ● District and/or state competition and peers to inform the both internal and external. ● National competition writing process and are ● Students are interviewed by judges and ● Student surveys provided with a means to given feedback that can be used to inform their ● Judging evaluations publish/share work. next step in the process. ● Students are able to self-reflect using NHD provided rubrics to inform the process.</p><p>Publish/Share work: ● Specific to each school ● School wide NHD competition ● Opportunities for students to share work at local library, community meetings, PTO, SBDM, open-houses ● Providing opportunities for students to compete at local universities, state competition 5 and ultimately national levels. </p><p>Recommendations for improvement: </p><p>Demonstrator 4. Student Performance When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level.</p><p>Proficient What does that look like? Do I do that? What evidences do I have? a) Students craft a ● Final products are chosen based on their ● Final project communications structure purpose specific to the discipline. distinctive to a specific discipline and purpose. ● Specific topic format is based on your chosen subject area/discipline</p><p>● Based on teacher needs </p><p> b) Students respect cultural ● NHD provides opportunities for ● Final project differences and work students to research topics with international effectively with people from a focus ● NHD projects that demonstrate the range of social and cultural cultural and social influences on an event backgrounds (face-to-face or ● Students have the opportunity to in history, including historical events in US virtually) to build on and interview people from various backgrounds history that explore multicultural articulate their own ideas. perspectives, i.e. Appalachian Culture, ● Students have the opportunity to African American Culture, Asian American compete with students from various Culture, Irish Immigration, etc. backgrounds ● Students have the opportunity to discuss their research with judges from various backgrounds. </p><p>● Students are encouraged to show </p><p>6 cultural, political, social, and economic impacts</p><p> c) Students learn and work ● Students work in collaborative groups ● Lesson plans that include curriculum and together with teachers, peers throughout the NHD process (i.e. to create a learning targets and others either face-to-face rubric, NHD project, iMovies, website). or virtually to problem-solve ● Student bibliography and generate ● Working with librarians to find specific products/outcomes tied to sources, determining validity of sources with ● Student process paper curriculum and learning goals. peers and teachers ● Teacher feedback on rubrics ● Problem solving with technology needs ● Problem-solving to determine the norms and communication needs of their groups, project formats, topic, thesis, etc.</p><p>● NHD product is tied directly to aligned curriculum and learning goals</p><p> d) Students refer to works of ● Provide examples/models of published ● Various types of writings with high quality and substance as writings for students to reference along with quality models. models to inform their work. student writing samples. ● Copies of NHD exemplars and reference to their use in lesson plans. ● Students reference exemplars from NHD ● Student work and analysis. website, </p><p>● Students analyze work of peers and use quality examples to guide their work </p><p>Recommendations for improvement: Demonstrator 1. Assessments Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. </p><p>7 a) Teachers engage regularly in a ● Social Studies and language arts ● Shared lesson plans collaborative approach to collaboration (Arts and Humanities, Science, ● Dated rubrics – more than one copy develop and/or align writing G&T, Special Needs) indicating feedback on revisions. and communication ● Working vertically within NHD school assessments across grade teams levels and content areas. b) Teachers develop and ● NHD Timeline over a 4-6 month period ● Teacher rubrics implement a plan to monitor ● Time-line student progress in writing ● Teacher created mini-deadlines ● Task deadlines and communication skills ● where tasks are completed and ● Graded student work that shows how consistent with grade-level submitted for formative assessment purposes project is broken down into smaller tasks writing standards and formative assessments </p><p> c) Teachers, peers, and others ● Conferencing with peers and teachers in ● Feedback forms provide regular feedback on line with the mini-deadlines ● peer to peer notes students’ writing and ● Revisions based on feedback provided ● judging evaluation forms communication products as by judges, teachers, peers throughout the ● teacher rubrics part of a constructive feedback process with opportunities for revision based process that is subsequently on suggestions applied by students to improve their communications.</p><p> d) Teachers provide regular ● NHD is an on-going process based ● Judging evaluation forms opportunities for students to learning opportunity that demands continual revise and apply new learning revision. ● Specific changes documented by students before summative products based on feedback are assessed. ● Summative assessments vary based on school levels of competition. (Classroom, school-wide, district, state, and national competitions)</p><p>Recommendations for improvement: Demonstrator 2. Expectations for Student Learning Teachers communicate consistently high expectations and use common standards for student learning in writing. </p><p>8 a) Students know and understand ● Students plan, collect data, and create ● Student surveys expectations for their work and their products based on clear expectations as ● Graded work receive/provide feedback using specified in the NHD rubric. ● Syllabi standards specific language. ● Teacher rubrics ● Teachers provide feedback using the language from the reading/writing standards for content bands(All found in NHD Common Core Cross-walk) </p><p> b) Teachers and students collaborate ● Mini-lessons provided based on ● Written work produced throughout the to set writing and communication individual assessments project. goals that are standards-based and ● Student goal sheets based on teacher feedback. informed by feedback and assessments. c) Teachers and students engage in ● Documents provided in the NHD How To ● Student rubrics and assignment sheets. self-assessment to monitor Do Research handbook. progress toward meeting writing and communication goals.</p><p> d) Teachers and students use models ● NHD exemplars are available on website ● Evaluation rubrics that students fill out as exemplars and to co-develop with teachers evaluating student work found scoring guides and rubrics to ● Judging criteria can be used to write online. assess writing and communication. rubrics by both teachers and students ○ For example, students watch NHD award-winning videos and complete rubric with evidence in each category. Students then modify this rubric for their specific category area: i.e. exhibits.</p><p>Recommendations for improvement: </p><p>9</p>