2 Today’s session:I will have a working knowledge of the new North Carolina Essential Standards.I will have a working knowledge of the Revised Bloom’s Taxonomy.I will reflect on the new SCOS and my role in preparing teachers.I will collaborate with colleagues to identify teachers’ needs in implementing the new SCOS.
4 North Carolina’s Educational Pipeline In North Carolina, for every 100 9th grade students……70 students graduate four years later…41 students enter college…28 students are still enrolled in their 2nd yearIn NC in 2008, for every 100 9th grade students, only 70 were graduating within four years. That was extremely alarming to our State Board. Those students are real---they are our neighbors, our nieces, even our own children. The analogy would be to line up 100 freshmen in one high school, counting off and after 70, telling the remaining students that they are the statistic. They would represent the number of students that would not be in the same graduating class with the peers they are with right now.Our State Board of Education believes we can do better. In the mission, it clearly states that we must graduate more students from our high schools. Beyond that, the students we graduate are not graduating from our colleges and universities at an acceptable rate (for whatever reason). We must prepare students for college, work and life in the 21st Century, a fast-paced, global, ever-changing future we know they will experience.…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six yearsSource: > node/893 > Pipeline data tab
5 State Board of Education Mission Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. -Adopted August 2006FUTURE-READY STUDENTS for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.Goal: NC public schools will produce globally competitive students.Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st Century.Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition.Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment.Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.
6 ACRE – NC’s Accountability and Curriculum Reform Effort NC’s comprehensive initiative to redefine the Standard Course of Study for K-12 students, the student assessment program and the school accountability model. North Carolina education leaders are the first in the nation to address learning standards, student assessments and school accountability simultaneously.ACRE initiative ( ) will identify critical knowledge and skills need to learn-must have curriculum. Create new student tests for grades 3-8 and HS courses more open ended questions and technology and more real world applications. Provide new model for measuring school success providing info. on how well schools are preparing students for college, work and adulthood.
7 media literacy communication financial literacy collaboration cooperationfinancial literacycreativitycritical thinkingtechnology skills21st Century Learners have: the actions, attitudes, concepts and skills that will allow students to effectively communicate, collaborate and create. These are the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century.Well developed 21st Century Learners have specific capacities in:Creativity and InnovationCommunication and CollaborationCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipResearch and Information FluencyTechnology Operations and ConceptsEffective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills.Toward the development of these outcomes – the Common Core movement began.
8 Essential Standards Guiding Question What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?
10 Use of Revised Bloom’s Taxonomy Provides the cognitive framework used for all of the North Carolina Essential StandardsProvides common language for all curriculum areasDescribes levels of cognitionWe want social studies leaders and teachers to be able to understand and clearly articulate the primary reasons that we are using Revised Bloom’s Taxonomy (RBT) as the educational taxonomy used for the development of all NC Essential Standards.Note for presenter: Draw their attention to the book and then tell them…One thing that we encourage curriculum staff and teachers to have in their professional libraries is Lorin Anderson’s book on RBT because it is useful as a “more authentic tool for curriculum planning, instructional delivery and assessment.”
11 R-A key benefit of using the RBT taxonomy is that it provides a common language for ALL who are using it. (For us that means both our teachers and curriculum designers).The significance of this is important because the common language of the essential standards transcends across all of the content areas using RBT. For example, analysis in social studies is the same as analysis in art, PE, Science, etc. Thus, when teachers are planning interdisciplinary units of instruction; they can easily understand how their subjects may overlap and how they may teach the same conceptual and procedural knowledge in multiple subject areas simultaneously. The common language of RBT also allows for consistent and valid assessments because everyone using RBT has the same understanding of each of the verbs and the behaviors associated with the action each verb demands.During the summer PD sessions we focused on the three (3) major changes or shifts between original Bloom’s and Revised Bloom’s that we want to make sure social studies teachers are able to understand and make a part of their basic knowledge as they begin using the social studies essential standards.What many administrators may be interested in, additionally, is the classroom connection. What should they be looking for when they visit classrooms, evaluate lesson plans, and participate in random curriculum walks? How do these new shifts in the educational taxonomy play out in classroom instruction and formative assessment?When reviewing social studies planning and visiting social studies classrooms the instructional practices administrators will look for will be very different from some of the types of things that they generally look for now. As social studies teachers begin teaching using the new essential standards, administrators should look for unit plans that outline large periods of instructional time, lessons that integrate multiple objectives and standards, rigor based on differentiated planning and activities (performance tasks) that provide a valid measure of the targeted understandings. These performance tasks should also be clearly connected to the formative assessment learning targets and criteria for success.Administrators should not continue to see lessons that target 1 single goal and objective. Therefore, the old posting of TLW on the board will look differently. The TLW should encompass multiple objectives from the essential standards as well as learning targets and criteria for success.Teachers are used to the original Bloom's taxonomy, which was one-dimensional and hierarchal. We really need them to now be comfortable with the two dimensions of RBT that you see in this slide. Administrators will want to see planning and instructional delivery and assessment based on a teacher’s understanding of developing instruction and assessment based on the correct integration of the two dimensions of RBT. Which means teachers must know both the cognitive process to be used as well as the type of knowledge students are expected to acquire.This understanding is also going to be critical to developing social studies units, lessons, learning activities, performance tasks as well as other types of formative, benchmark and summative assessments that the social studies team at DPI will be delivering PD during November and December Unit Development sessions as well as the RESA sessions.
12 RBT classrooms will change Unit plans should outline large periods of instructional time and integrate multiple objectives and standards.Rigor is evident - based on differentiated planning and activities (performance tasks) that measure understanding.Planning reflects knowledge of both the cognitive process and the type of knowledge students are to acquire.Inquiry, active learning are evident.
13 Arts Education Strands DanceMusicTheater ArtsVisual ArtsCreation and PerformanceMusical LiteracyCommunicationVisual LiteracyDance Movement SkillsMusical ResponseAnalysisContextual RelevancyRespondingAestheticsCritical ResponseConnectingCulture
14 Healthful Living Education = Health Education + Physical Education
15 Healthful Living Education Strands Health EducationPhysical EducationMental and Emotional HealthPersonal and Consumer HealthInterpersonal Communication and RelationshipsNutrition and Physical ActivityAlcohol, Tobacco, and Other DrugsMotor Skill DevelopmentMovement ConceptsHealth-Related FitnessPersonal and Social Responsibility
16 Information and Technology Strands Embedded into all content areas K-12Sources of InformationInformational Text (K-5)Technology as a ToolResearch ProcessSafety and Ethical Issues
17 Inquiry in Science Inquiry statements appear above each grade level Continues to be a core learning process for science education in North CarolinaWHY?Inquiry develops independent and critical thinking skills (higher order thinking skills)Reinforces knowledge acquisition and assimilationA seamless integration of science concepts and scientific skills can reinforce in students the notion that what is known is inextricably tied to how it is known. With that in mind, the new essential standards focus on 11 major concepts of science that span the K-12 continuum using verbs that are best demonstrated as a result of inquiry-based instruction.
18 Domains & Strands Physical Earth Life Force & Motion Earth in the UniverseStructures & Functions of Living OrganismsMatter: Properties & ChangeEarth: Systems, Structures & ProcessesEcosystemsEnergyEarth HistoryEvolution & GeneticsConservation & TransferMolecular BiologyInteractions of Matter & EnergyThe standards are based on three domains of science: physical, earth and life sciences. Within these 3 domains there are 11 topic strands.Physical Sciences - Force and Motion; Matter: Properties and Change; Energy: Conservation and Transfer; Interactions of Matter & Energy (Chemistry and Physics only)Earth Sciences – Earth in the Universe; Earth: Systems, Structures and Processes; Earth HistoryLife Sciences – Structures and Functions of Living Organisms; Ecosystems; Evolution and Genetics; Molecular BiologyWithin these topic strands essential standards are mastered as students engage in a vertical progression of steps along the K-12 journey in science education.18
19 World Language Types Language Type Languages of this type currently being taught in North Carolina’s K-12 public schoolsAlphabeticArabicCherokeeFrenchGermanGreekHebrewHindiItalianLatin – K-12 Classical LanguagesRussianSpanishLogographicChinese (Mandarin)JapaneseVisualAmerican Sign Language (ASL)One consideration for Dual & Heritage Language and Modern Language programs is language type, which is based on the writing system that a language uses. The writing system used by a language impacts the amount of time needed to reach different levels of proficiency.Learning an alphabetic language, or one that uses a system in which each letter is linked to a particular sound, is different than learning a logographic language that uses a character writing system. For native English speaking students, a logographic language will require more time to master the writing system, which also impacts reading skills.There are also languages like Cherokee and Japanese that use a syllabary system, where each letter orcharacter represents a syllable or sound combination. Based on advice from national experts, Cherokee has been grouped with alphabetic languages and Japanese with logographic ones.Visual languages such as American Sign Language use signs and other non-manual markers, including facial expressions and body movements. Interpretive Reading is fingerspelling, and Presentational Writing is the glossing system that is used to indicate on paper which signs and markers should be used.The program introductions beginning on page 6 of the World Language Essential Standards describe each type of program and outline proficiency expectations by language type when necessary.
20 4 Essential Standards for WL Use the language to engage in interpersonal communication. (Interpersonal Mode)Understand words and concepts presented in the language. (Interpretive Mode)Use the language to present information to an audience. (Presentational Mode)Compare the students’ culture and the target culture. (Culture)These are the four Essential Standards in the WLESHere is a brief summary of each:ES 1. Use the language to engage in interpersonal communication.Interpersonal skills are used in informal, one-on-one or small group conversations including texting, IM’ing, and ing. Students can ask for clarification when needed and negotiate with each other during the conversation. Most interpersonal communication involves everyday topics, like greetings, instructions, directions, current events, class discussions, news about family and friends, social events, requests for information, academic discourse, and so on.ES 2. Understand words and concepts presented in the language.Interpretive skills involve receiving information in a situation where meaning cannot be negotiated. Students hear or see the message and respond based on their interpretation. These messages could be about any topic and come from a wide variety of sources and media: textbooks, newspapers, signs, websites, news broadcasts, television and radio programs, lectures, presentations-live and recorded, etc.ES 3. Use the language to present information to an audience.Presentational skills involve preparing information to be shared with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. These presentations vary from somewhat informal, such as a quick report to the class on an article, to quite formal, which might be a culminating project involving a multimedia display with a speech.ES 4. Compare the students’ culture and the target culture.Understanding culture means building an understanding of how the practices, perspectives and products of a society are connected. The practices involve patterns of social interactions, such as how people are greeted and customary traditions for that society. Perspectives are the values, beliefs, ideas, and attitudes of importance and that are an integral part of life in that society. Products are the books, foods, laws, music, games, etc., that are created and used within the society.
21 Proficiency Organization ACTFL Proficiency ScaleNL - Novice LowNM - Novice MidNH - Novice HighIL - Intermediate LowIM - Intermediate MidIH - Intermediate HighAL - Advanced LowAM - Advanced MidAH - Advanced HighS - SuperiorThe American Council on the Teaching of Foreign Languages or ACTFL is the national professional organization for world language educators. ACTFL offers an annual convention in November, along with various kinds of professional development and publications to support the teaching and learning of world languages.The Foreign Language Association of North Carolina or FLANC is our state organization, also provides conferences, networking opportunities, and professional development workshops and sessions, and is a member of ACTFL.ACTFL has established a national proficiency scale which currently has 10 levels. This proficiency scale is used across the country in K-20 education and with other language professions such as interpreters and translators. There are four main levels: novice, intermediate, advanced, and superior. The first three levels are divided into sub-levels of low, mid and high. ACTFL is currently exploring adding two levels beyond Superior, and they are tentatively referred to as Distinguished and Native.In the ACTFL K-12 Performance and Proficiency Guidelines, each proficiency level and sub-level has a description of what students can do with language in the four domains of listening, speaking, reading and writing.
22 Five Conceptual Strands for Social StudiesIndividuals,Groups & InstitutionsTime, Continuity & ChangeScience, Technology & SocietyPeople, Places & EnvironmentsCivic Ideals & PracticesCultureIndividual Development & IdentityPower, Authority & GovernanceR The second structural change that is important to the social studies standards are organized around these five strands. These strands are History, Geography and Environmental Literacy, Civics and Government, Economics and Financial Literacy, and Culture.These five conceptual strands provide a framework by which to organize critical content, concepts and generalizations that are essential for understanding the disciplines of social studies. Teachers should know that the new social studies essential standards are framed around these five conceptual strands and these strands serve as a way to organize information/content to be taught in a particular grade or course. This is done to help students receive a deeper understanding in skills/content from each discipline in social studies. Although organized independently, these strands can, by no means, be taught in isolation. These standards are written to specific strands. They are written separately but they do not stand alone. For example, when writing or developing units, it is quite clear to see how easily these strands can be integrated. However, you may not use all of the strands when developing each unit. For example, when teaching a unit on “How to Meet Basic Needs”, it definitely fits the economic strand; however, you are not teaching economics in isolation. You will also be teaching concepts from other strands such as citizenship, community roles in the civics and government strand and concepts from the geography strand such as movement, adaptation, regions.Global ConnectionsProduction, Distribution & Consumption
23 R –Here is an example of a generalization that students may understand as a result of the concepts focused on in this Clarifying Objective. Essentially, teachers will inductively teach to big ideas rather than simply asking students to memorize facts. We have not gotten rid of facts, they are a supporting tools that provide content examples of the generalization. If we are to produce thinking students, we can’t stop at the facts, we must help students see patterns and connections among concepts beyond these facts with the emphasis on the big transferable ideas of social studies.This will require a different type of classroom experience and a different type of planning. One that is student-centered, focused on authentic learning or critical thinking real world problem-solving. It also requires that students are actively engaged and the teacher serves as more of a facilitator. This may not all occur at once, but this is the goal.A understanding of this structure will help you understand the shift in the type of standard we have created, but also the type of resources that are needed to support these standards. Traditionally, teachers are content experts and know the facts and topics for which they teach. We have to get teachers and students to think beyond the facts. For example…
24 Traditional Standards Conceptual StandardsTraditional StandardsHistory: Colonial Era, Lost Colony American Revolution, American Civil War, World War I & II, Great DepressionCultural Geography: South America and Europe, Swahili, Aborigines, BuddhismCivics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilismHistory: Continuity and change, leadership, revolution, war, conflictCultural Geography: Climate change, location, resources, environmental challenges, human migration, cultural developmentCivics & Economics: scarcity, justice, freedom, authority, tradeR-Traditional Social Studies standards and curriculum are topic and fact based. For example, in the 2006 standards, we focused identified specific content such as what you see on the screen and we taught specific facts to support the topics.Conceptual Standards and Curriculum…are focused on “transferable ideas.While teachers will still teach topic and facts in the new essential standards, we will move beyond the topics and facts to fo cus on conceptual ideas such as leadership, environmental challenges, justice, etc.
25 K-5 Social Studies K Citizenship and Responsibility 1st Culture and Diversity2nd Interdependence and Global Economics3rd Geography and Environmental Literacy4th NC History:Pre-Colonial through Reconstruction5th U.S. History:•Pre-colonial through Reconstruction•Canada and Mexico have been removed to provide a more in depth study of the US
26 6-12 Social Studies 6th, 7th - world history 8th – NC Revolution-presentAmerican History – two distinct courses4 credits for high school graduationPersonal Financial LiteracyMany new electives for high schoolCivics/EconomicsTurning pts in American History, sociology, geography, Civil War, humanities, Cold War, Civil Rights Mvt, AA Studies, gov’t, American Indian studies, econ, American justice, etc.