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 In North Carolina, for every 100 9 th grade students… … 70 students graduate four years later … 41 students enter college … 28 students are still enrolled in their 2nd year …19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source: www.achieve.org > node/893 > Pipeline data tabwww.achieve.org North Carolina’s Educational Pipeline
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 21 st Century. -Adopted August 2006
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.
communication collaboration media literacy cooperation financial literacy creativity critical thinking technology skills
DRAFT 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?
Use of Revised Bloom’s Taxonomy Provides the cognitive framework used for all of the North Carolina Essential Standards Provides common language for all curriculum areas Describes levels of cognition
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.
DRAFT Arts Education Strands DanceMusicTheater ArtsVisual Arts Creation and Performance Musical LiteracyCommunicationVisual Literacy Dance Movement Skills Musical Response AnalysisContextual Relevancy RespondingContextual Relevancy AestheticsCritical Response ConnectingCulture
DRAFT Healthful Living Education = Health Education + Physical Education
Healthful Living Education Strands Health Education Mental and Emotional Health Personal and Consumer Health Interpersonal Communication and Relationships Nutrition and Physical Activity Alcohol, Tobacco, and Other Drugs Physical Education Motor Skill Development Movement Concepts Health-Related Fitness Personal and Social Responsibility
DRAFT Information and Technology Strands Embedded into all content areas K-12 Sources of Information Informational Text (K-5) Technology as a Tool Research Process Safety and Ethical Issues
Inquiry in Science Inquiry statements appear above each grade level Continues to be a core learning process for science education in North Carolina WHY? Inquiry develops independent and critical thinking skills (higher order thinking skills) Reinforces knowledge acquisition and assimilation
Domains & Strands PhysicalEarthLife Force & MotionEarth in the UniverseStructures & Functions of Living Organisms Matter: Properties & Change Earth: Systems, Structures & Processes Ecosystems EnergyEarth HistoryEvolution & Genetics Conservation & Transfer Molecular Biology Interactions of Matter & Energy
World Language Types Language TypeLanguages of this type currently being taught in North Carolina’s K-12 public schools AlphabeticArabic Cherokee French German Greek Hebrew Hindi Italian Latin – K-12 Classical Languages Russian Spanish LogographicChinese (Mandarin) Japanese VisualAmerican Sign Language (ASL)
4 Essential Standards for WL 1.Use the language to engage in interpersonal communication. (Interpersonal Mode) 2.Understand words and concepts presented in the language. (Interpretive Mode) 3.Use the language to present information to an audience. (Presentational Mode) 4.Compare the students’ culture and the target culture. (Culture)
Proficiency Organization ACTFL Proficiency Scale NL - Novice Low NM - Novice Mid NH - Novice High IL - Intermediate Low IM - Intermediate Mid IH - Intermediate High AL - Advanced Low AM - Advanced Mid AH - Advanced High S - Superior www.actfl.org
Global Connections Time, Continuity & Change Power, Authority & Governance Production, Distribution & Consumption Civic Ideals & Practices Science, Technology & Society Culture People, Places & Environments Individual Development & Identity Five Conceptual Strands for Social Studies Individuals, Groups & Institutions
Traditional Standards History: Colonial Era, Lost Colony American Revolution, American Civil War, World War I & II, Great Depression Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism History: Continuity and change, leadership, revolution, war, conflict Cultural Geography: Climate change, location, resources, environmental challenges, human migration, cultural development Civics & Economics: scarcity, justice, freedom, authority, trade 24 Conceptual Standards
KCitizenship and Responsibility 1st Culture and Diversity 2 nd Interdependence and Global Economics 3 rd Geography and Environmental Literacy 4 th NC History: Pre-Colonial through Reconstruction 5 th U.S. History: Pre-colonial through Reconstruction Canada and Mexico have been removed to provide a more in depth study of the US K-5 Social Studies
6-12 Social Studies 6 th, 7 th - world history 8 th – NC Revolution-present American History – two distinct courses 4 credits for high school graduation Personal Financial Literacy Many new electives for high school Civics/Economics
Resources to help you: http://www.ncdpi.wikispaces.net Collaborative workspaces resources www.ncpublicschools.org/acre Standards, crosswalks, unpacking documents
Contact Info Maria Pitre-Martin, Ph.D., DirectorRachel McBroom, Ph.D., PD Lead K-12 Curriculum and InstructionRegion 4 Maria.email@example.comRachel.firstname.lastname@example.org 919-807-3817910-978-0704 Donna Albaugh, MSA, PD LeadRobin Loflin Smith, Ed.D.,PD Lead Region 4Region 2 Donna.email@example.comDonna.firstname.lastname@example.orgRobin.email@example.com 910-476-7218336-802-6824