1. Curriculum & Instruction 5/4/2015 District and School Transformation 1

2. Intended Learning Outcomes Timeline Curriculum Changes Test Specs – ELA/Math Test type/delivery Text Complexity Social Studies Science Instructional Connections 5/4/2015District and School Transformation2

3. Curriculum Cycle June 2010: North Carolina State Board of Education adoption of the CCSS 2010-2011: Item development for the Next Generation of Assessments 2011-2012: Administration of stand-alone field tests of assessments 2012-2013: Operational administration of assessments aligned to the CCSS- NCDPI 2013-2014: Operational administration of assessments aligned to the CCSS-NCDPI 2014-2015: National assessments aligned to the CCSS (Smarter Balanced Assessment Consortium)- pending SBE approval 5/4/2015District and School Transformation3

4. Three Shifts in Literacy Shift 1 Shift 2 Shift 3 Informational and Nonfiction Building knowledge through content-rich nonfiction and informational texts Evidence Reading and writing grounded in evidence from text Complex Texts Regular practice with complex text and its academic vocabulary Draft – March 2012. Check http://www.ncpublicschools.org/ready/http://www.ncpublicschools.org/ready/ 5/4/2015District and School Transformation4

5. English Language Arts Grades 3-5 NCSCoS - ELA Enabling strategies to read and write 5-10% Strategies and skills to comprehend 58-68% Make connections through the use of oral language, written language, and media and technology 23-35% Common Core ELA Reading for Literature 30-40% Reading for information 29-49% Language19-31% 5/4/2015District and School Transformation5

6. English Language Arts Grades 6-8 NCSCoS - ELA Use language to express individual perspectives 3-11% Explore and analyze information from a variety of sources 18-22% Examine the foundation of argument 5-8% Use critical thinking skills and create criteria to evaluate print and non-print texts 9-21% Respond to various literary genre45-55% Conventions of grammar and language 3-8% Common Core - ELA Reading for Literature 32-38% Reading for Information 41-46% Language19-25% 5/4/2015District and School Transformation6

7. Types of Items Grades 3–8 ELA will consist of four-response-option multiple-choice items. NCEXTEND2 assessments will consist of three- response-option multiple ‑ choice items, technology- enhanced items, and constructed-response items. NCEXTEND1 ELA alternate assessments will consist of fifteen performance-based, multiple-choice items. 5/4/2015District and School Transformation7

8. Delivery Mode Grades 3–8 ELA assessment designed for a paper/pencil administration and may have an online administration option. Grades 3–8 NCEXTEND2 ELA assessments will closely follow the weightings of the standards on the general assessments. The NCEXTEND2 ELA assessments will be designed for online administrations. The NCEXTEND1 ELA assessments will be designed for paper/pencil administrations with online data entry by the assessor. 5/4/2015District and School Transformation8

9. English Language Arts High School NCSCoS - ELA Reflections and reactions to print and non-print 7% Explain meaning, describe process, answer research questions 7% Examine arguments and develop informed opinion 5% Create and use standards to critique communication 18% Demonstrate an understanding of a variety of genre 32% Apply conventions of grammar and language 31% Common Core - ELA Reading for Literature 30-34% Reading for Information 32-38% Writing14-18% Language14-18% 5/4/2015District and School Transformation9

10. Types of Items High School English II assessment will consist of four-response-option multiple-choice items, technology-enhanced items, and constructed- response items. NCEXTEND2 English II assessments will consist of three-response- option multiple ‑ choice items, technology-enhanced items, and constructed-response items. NCEXTEND1 ELA alternate assessments will consist of fifteen performance-based, multiple-choice items. 5/4/2015District and School Transformation10

11. Delivery Mode The High School English II online administration will also be available in a paper/pencil version. NCEXTEND2 English II assessment will closely follow the weightings of the standards on the general assessments. NCEXTEND2 ELA assessments will be designed for online administrations. NCEXTEND1 ELA and High School English II assessments will be designed for paper/pencil administrations with online data entry by the assessor. 5/4/2015District and School Transformation11

12. Three Shifts in Mathematics Shift 1 Shift 2 Shift 3 Focus strongly where the standards focus Coherence think across grades and link to major topics within grades Rigor require conceptual understanding, procedural skill and fluency, and application with intensity Draft – March 2012. Check http://www.ncpublicschools.org/ready/http://www.ncpublicschools.org/ready/ 5/4/2015District and School Transformation12

13. Math Grades 3-5 NCSCoS - Math Number and operations 20-40% Measurement10-15% Geometry10-30% Data analysis and Probability 10-18% Algebra20-25% Common Core - Math Operations and Algebraic Thinking 5-35% Numbers and Operations in Base Ten 5-27% Numbers and Operations - Fractions 20-52% Measurement and Data 10-27% Geometry2-17% 5/4/2015District and School Transformation13

14. Item Type: Math The Grades 3 and 4 mathematics assessments will consist of four-response-option multiple- choice items. The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and a maximum of eight gridded- response items requiring numerical responses. NCEXTEND2 assessments will consist of three-response-option multiple-choice items and gridded-response items. All CCSS mathematics assessments will include both calculator-active and calculator-inactive sections. One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items; approximately one-third of the high school assessments will be calculator inactive. The NCEXTEND1 mathematics alternate assessments will consist of fifteen performance- based, multiple-choice items. 5/4/2015District and School Transformation14

15. Math Grades 6-8 NCSCoS - Math Numbers and Operation 10-25% Measurement10-15% Geometry10-25% Data Analysis and Probability 20-25% Algebra20-40% Common Core - Math Ratios and Proportional Relationships 7-27% Number System2-32% Expressions and Equations 18-32% Functions22-27% Geometry17-30% Statistics and Probability 7-20% 5/4/2015District and School Transformation15

16. Item Type: Math The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and a maximum of eight gridded-response items requiring numerical responses. NCEXTEND2 assessments will consist of three-response-option multiple-choice items and gridded-response items. All CCSS mathematics assessments will include both calculator-active and calculator-inactive sections. One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items; approximately one-third of the high school assessments will be calculator inactive. The NCEXTEND1 mathematics alternate assessments will consist of fifteen performance-based, multiple-choice items. 5/4/2015District and School Transformation16

17. Delivery Mode Grades 3–8 assessments are designed for paper/pencil administrations and may have an online administration option. The Algebra I/Integrated I is designed for an online administration but will also be available in a paper/pencil version. NCEXTEND2 mathematics assessments will closely follow the weightings of the standards on the general assessments. The NCEXTEND2 mathematics assessments will be designed for online administrations. NCEXTEND1 mathematics assessments will be designed for paper/pencil administrations with online data entry by the assessor. 5/4/2015District and School Transformation17

18. Math High School NCSCoS - Algebra Number and Operations 20-25% Geometry and Measurement 10-15% Data and Probability 30-35% Algebra35-40% Common Core - Math Number and Quantity 5-10% Algebra22-27% Functions35-40% Geometry10-15% Statistics and Probability 15-20% 5/4/2015District and School Transformation18

19. Item Type: Math Algebra I/Integrated I assessment will consist of four-response- option multiple-choice items and a maximum of eight gridded- response items requiring numerical responses. NCEXTEND2 assessments will consist of three-response-option multiple-choice items and gridded-response items. All CCSS mathematics assessments will include both calculator- active and calculator-inactive sections. Approximately one-third of the high school assessments will be calculator inactive. The NCEXTEND1 mathematics alternate assessments will consist of fifteen performance-based, multiple-choice items. 5/4/2015District and School Transformation19

20. Delivery Mode The Algebra I/Integrated I assessment is designed for an online administration but will also be available in a paper/pencil version. NCEXTEND2 mathematics assessments will closely follow the weightings of the standards on the general assessments. The NCEXTEND2 mathematics assessments will be designed for online administrations. NCEXTEND1 mathematics assessments will be designed for paper/pencil administrations with online data entry by the assessor. 5/4/2015District and School Transformation20

21. Science Grade 5 NCSCoS - Science Interdependence of plants and animals 25-30% Landforms20-25% Weather and Climate 20-25% Forces and Motion25-30% Essential Standards - Science Forces and Motions13-15% Matter: Properties and Change 12-14% Energy: Conservation and Transfer 11-13% Earth Systems, Structures, and Processes 15-17% Structures and Functions of Living Organism 14-16% Ecosystems14-16% Evolution and Genetics13-15% 5/4/2015District and School Transformation21

22. Science Grade 8 NCSCoS - Science Scientific Inquiry48-52% Technological Design 28-32% Investigations – Hydrospace 28-32% Chemistry25-30% Evolution in Organisms and Landforms 20-25% Cell Theory8-12% Microbiology8-12% Essential Standards - Science Matter: Properties and Change 14-16% Energy Conservation and Transfer 10-12% Earth Systems, Structures, and Processes 13-15% Earth History11-13% Structures and Function of Living Organisms 19-23% Ecosystems9-11% Evolution and Genetics11-13% Molecular Biology8-10% 5/4/2015District and School Transformation22

23. Biology High School NCSCoS - Biology Scientific inquiry28-32% Physical, chemical, and cellular basis of life 25-30% Continuity of life and the changes of organisms over time 30-35% Unity and diversity of life25-30% Ecological relationships among organisms 15-20% Essential Standards - Biology Structure and Function of Living Organisms 18-22% Ecosystems18-22% Evolution and Genetics 43-53% Molecular Biology15-19% 5/4/2015District and School Transformation23

24. Item Type Grade 5, Grade 8, and biology assessments will consist of four-response-option multiple-choice items and technology- enhanced items. NCEXTEND2 assessments will consist of three-response- option multiple-choice items and technology-enhanced items. NCEXTEND1 alternate assessment will consist of fifteen performance-based multiple choice items. 5/4/2015District and School Transformation24

25. Delivery Mode Grade 5, Grade 8, and biology – designed for online administration but will have a paper/pencil version NCEXTEND2 – online administration NCEXTEND 1 - paper/pencil with online data entry by assessor 5/4/2015District and School Transformation25

26. K-12 Social Studies

27. Revised Bloom’s Taxonomy The use of a common taxonomy (Revised Bloom’s or RBT) Conceptually written standards Strands Provides the cognitive framework used for all of the North Carolina Essential Standards Provides common language for all curriculum areas Use of one verb 5/4/2015District and School Transformation27

28. K-12 5/4/2015District and School Transformation28

29. Social Studies: Kindergarten – 5 th Grade K-2: No major content changes 3 rd Grade: Communities 4 th Grade: North Carolina through Reconstruction (2009 General Assembly HB 1032 - Yearlong instruction on NC history and geography in the elementary grades) The focus of 5 th grade has changed from a geographic study of the United States, Canada, Mexico and Central America to a historical study of the United States from pre-colonial times through Reconstruction. 5/4/2015District and School Transformation29

30. 6 th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration 7 th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present 8 th Grade: Parallel study of the United States and North Carolina (American Revolution – Present) Social Studies: 6 th - 8 th Grades 5/4/2015District and School Transformation30

31. Social Studies: 9 th – 12 th Grades World History addresses all time periods but the key focus is 1500s – present Civics & Economics –Integration of Personal Financial Literacy –Colonial History is moved back into the American History course Two American History courses –Similar standards/objectives –American History I begins with the European exploration of the New World and continues through the era of Reconstruction –American History II begins at the end of the Reconstruction era and continues to present times 5/4/2015District and School Transformation31

32. 5/4/2015District and School Transformation32 The Common Core State Standard of Text Complexity: What does it really mean? How can we help make it happen?

33. Text Complexity—Appendix A Qualitative evaluation of the text –Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text –Readability measures and other scores of text complexity Matching reader to text and task –Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) 33 5/4/2015District and School Transformation

34. K-12 texts have become easier; college texts have not. College textbooks, workplace texts, and newspapers are more demanding than materials used in 12 th grade. Instruction with HS texts is heavily scaffolded while students are expected to read independently in college. The reading load in college is substantially more than what students typically experience in lower grades. 34 5/4/2015District and School Transformation The complexity of K-12 texts decreased The complexity of reading demands in college/career increased Rationale for Text Complexity

35. New (Common Core State Standards) and Old (Lexiles) Quantitative Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

36. Shift in Instruction “... it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade- by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.” Appendix A

37. Classroom implications of text complexity 5/4/2015 District and School Transformation 37

38. CCSS Text Issues Highlights CCSS intentionally do not offer reading list/s, but do offer sample texts to help guide and inform CCSS establish “staircase” of increasing complexity to prepare students for college and career-level reading CCSS mandate certain critical types of content for all students including classic myths, foundational U.S. documents, seminal works of American literature, Shakespeare Students expected to read diverse array of classic and contemporary literature along with challenging informational texts in a range of subject areas 38 5/4/2015District and School Transformation

39. Science Essential Standards for K-12 5/4/2015District and School Transformation39

40. 5/4/2015 District and School Transformation 40 Science NC Science Essential Standards Vertical Progression PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight. 6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

41. Regional Wikispaces Below are links to each regional resource page created by the NCDPI RttT PD Leads designed to share information and support the work of the district/charter PD teams. This information is shared and compiled as a result of the training sessions, individual virtual conferences, district/charter team meetings, and more that are held in each region. Please take advantage of these resources and feel free to contact the RttT PD Leads for additional information. 5/4/2015District and School Transformation41

42. Regional Wikispaces Region 1: http://region1rttt.ncdpi.wikispaces.nethttp://region1rttt.ncdpi.wikispaces.net Region 2: http://NCRegion2.ncdpi.wikispaces.nethttp://NCRegion2.ncdpi.wikispaces.net Region 3: http://region3pd.ncdpi.wikispaces.nethttp://region3pd.ncdpi.wikispaces.net Region 4: http://rt3region4.ncdpi.wikispaces.nethttp://rt3region4.ncdpi.wikispaces.net Region 5: http://ncregion5rttt.ncdpi.wikispaces.nethttp://ncregion5rttt.ncdpi.wikispaces.net Region 6: http://region6pd.ncdpi.wikispaces.nethttp://region6pd.ncdpi.wikispaces.net Region 7: http://rt3region7.ncdpi.wikispaces.nethttp://rt3region7.ncdpi.wikispaces.net Region 8: http://region8wnc.ncdpi.wikispaces.nethttp://region8wnc.ncdpi.wikispaces.net 5/4/2015District and School Transformation42

43. Important to Know and Do… Pay attention to new objectives, pacing, unpacking documents, Cross-walks, and learning progressions. Limit following current textbooks and workbooks exclusively. Select and sort current materials to help pupils actively “dig” deeper in content. Identify “gaps” and supplement by grade- level/subject kits, materials, etc. Utilize DPI, district, and standard Smarter Balanced Common Core materials. Remember: Every teacher teaches READING and LITERACY. 5/4/2015District and School Transformation43

44. Common Core and Essential Standards Instructional Resources Common Core State Standards: Overview of the standards, which states have adopted, etc. http://www.corestandards.org/http://www.corestandards.org/ For grade-level materials: http://www.ncdpi.wikispaces.net/http://www.ncdpi.wikispaces.net/ Common Core Resources listed and annotated: http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf Common Core: Contains units already written for K-12 ELA. Cost: $20 each to access K-5, 6-8, 9-12. http://commoncore.org/http://commoncore.org/ ELA Live Binders: Comprehensive overview of the ELA standards, produced by NCDPI. http://www.livebinders.com/play/play/297779http://www.livebinders.com/play/play/297779 5/4/2015District and School Transformation44

45. Instructional Materials Cont’d: Science ESSENTIAL STANDARDS SUPPORT TOOLS include “Crosswalks” and Unpacked Content http://dpi.state.nc.us/acre/standards/support-tools/ http://dpi.state.nc.us/acre/standards/support-tools/ SCIENCE SHARP SCHOOL site - http://science.ncwiseowl.org/ NC DPI WIKI for Collaborative Workspaces- http://scnces.ncdpi.wikispaces.net/ 5/4/2015District and School Transformation45

46. Let’s Explore Together… Find a partner, visit the presented links, and share other resources you have found helpful! 5/4/2015District and School Transformation46