North Carolina Essential Standards PCk12 Fine Arts Learn to Love the Change!

In order for our meetings to be highly productive and effective, we make the following commitments to each other: 1. Participation : we will attend all of our meetings, begin and end on time, and be actively engaged during the meeting. 2. Communication : we will appropriately communicate our ideas, questions and concerns. We will listen respectfully and consider matters from other perspectives. 3. Production : we will contribute equally to the workload of this team, and complete tasks on schedule. 4. Positive Progress : we will maintain a positive tone at meetings, work to find solutions and be open to change. Norms and Protocol

What do you want to know? Write down three questions that you have about the new essential standards.

WHY are we doing this? This curriculum change is part of a nation-wide reform to improve our educational system. RT3, Call for Change. Focus on three power standards: Endurance: instruction that provides knowledge and skills that are of lasting value. Leverage: instruction that provides knowledge and skills that are of value across disciplines. Readiness: instruction that provides knowledge and skills that prepare the learner for the next level of instruction. Our essential questions guide us in investigating and implementing this change. Our learning targets set knowledge benchmarks that we need to achieve.

Essential Questions 1. How will the new Common Core and Essential Standards improve education for all students? (Endurance) 2. How will the new Common Core and Essential Standards provide knowledge and skills that will be of value in multiple disciplines? (Leverage) 3. How will the new Common Core and Essential Standards improve teaching and learning to ensure that high school graduates in every part of the nation have the knowledge and skills they need for college or a career? (Readiness)

Learning Targets: LT1. I will be able to identify the role and development of the essential standards/common core in NC's educational model. LT2. I will be able to identify the strands of the arts essential standards. LT3. I will be able to relate the strands to the essential standards and clarifying objectives. LT4. I will be able to use the 'unpacking' tool in order to understand what the student should be able to know and do. LT5. I will be able to use the 'crosswalks' tool in order to transition between the previous standards to the new standards, recognizing differences in content, level and intensity. LT6. I will be able to develop a plan for transition that is discipline and school specific.

What are power standards? Endurance, Readiness, Leverage

How do the power standards relate to the essential questions? Endurance: How does this provide students with the knowledge and skills that they will need beyond a specific date? Question for you- what did you learn in school that lasted?

How do the power standards relate to the essential questions? Leverage: How does this content provide knowledge and skills that will be of value in multiple disciplines? Question for you: What did you learn that helped you to learn something else?

How do the power standards relate to the essential questions? Readiness: How will this provide students with essential knowledge and skills that are necessary for success in the next level/grade? Question for you: What is your next level? What do you need to know/do in order to achieve it?

Understanding the Basics: common core, essential standards, strands LT1: I will be able to identify the role and development of the essential standards and common core.

What is the Common Core? Cores provide structure and growth. The common core is based on literacy and math. Think of them as twin languages that are applicable to all subjects.

What are the Essential Standards? What does the student need to know? What does the student need to be able to do? In other words, the essential standards are what is necessary to understanding. What essential part of Ernie’s apple stand is missing?

What are the strands in the fine arts? Strands are identifying groups that help to define the body of knowledge of a discipline. This is the 'need to know' Sometimes they overlap with another discipline, sometimes not. Like apples, the arts all contain some similarities, but retain their own identity.

Big Question: Do I just teach the essential standards? No! They help you to prioritize what to teach (the need to know- the apple) But you are free to add on to that in your own way (the nice to know- what you do with the apple!)

Activity- looking at the strands 1. Identify the strands for your discipline area 2. Identify the strands for the other arts disciplines. 3. How are they similar? Different? 4. Share out- what is your piece of the pie?

Building the Essentials LT2: I will be able to identify the strands of the essential standards for the arts. LT3: I will be able to relate the strands to the essential standards and clarifying objectives.

Decoding the Document Each document contains the following: Strands: Strands are identifying groups that help to define the body of knowledge of a discipline. Essential Standards: What the student should be able to know and do at each grade or proficiency level. Clarifying Objectives: Specific measurable components of the essential standard.

Example: Music

TASK! In your discipline, identify: Strands. Essential Standards. Clarifying Objectives.

Unpacking the Standards LT4: I will be able to use the unpacking tool in order to understand what the student should be able to know and do.

Unpacking Standards Where is the unpacking tool? Wiki link, or on ACRE website. How do I use it? *Zoom in to plan *Zoom out to align What is the unpacking tool ? Descriptions of what each standard means a student will know, understand and be able to do. The "unpacking" of the standards done in this document is an effort to answer a simple question "What does this standard mean that a student must know and be able to do?" and to ensure the description is helpful, specific and comprehensive for educators.

Task 1: Zooming In Use the NCES classroom level interpretation chart and the unpacking tool to explore how you teach ONE of the standards. Each discipline/grade level will work on the same standard. (example: all middle school music will do 7.ML.1) Include:  Connections  Differentiation (AIG/ELL/EC etc.)

SHARE and COMPARE! Look at diversity in: Content Production Assessment Connections Differentiation

Task 2: Zooming Out Use the big picture zooming out chart and the unpacking tool to vertically align that standard K- 12.

SHARE and COMPARE! How does the standard change in scope? What is the pattern of sequence?

Crosswalks: That was then, this is now LT5: I will be able to use the crosswalks tool in order to transition between the previous standards to the new standards, recognizing differences in content, level and intensity.

CROSSWALKS Where is the Crosswalks tool? Wiki link, or on ACRE website. How do I use it? To align your current curriculum with the new curriculum and identify what can stay the same, and what needs to change. What is the crosswalks tool? Explains transition from previous standard course of study to the new essential standards.

Content and change: apples to apples The crosswalks tool aligns the essential standards with the previous NCSCS, the National Standards, Blooms Revised Taxonomy, 21 st century skills and NC Social studies standards.

Crosswalks: Leveling Spiraling curriculum: revisits standards at increasing levels of complexity- but still reviews the basics. Multiple entry points: at grades K, 3, 6 and beginning level (HS).

Crosswalks: intensity and assessment Standards for evaluation: Summative: summary of students learning. Benchmarks: skill sets to be achieved at certain levels Formative: as you go, in order to guide instruction.

GPS: Growth, Planning, Structure LT6: I will be able to plan for transition that is discipline and school specific.

What do we need to do? 1. Work with other teachers at your level/discipline to plan for horizontal alignment. 2. Team work with other discipline/level groups to plan for vertical alignment. 3. Work within your specific school context to personalize your plan!

Horizontal Alignment by Grade/Proficiency level Identified benchmarks at each level of learning for specific time periods For example: all current students in 3 rd grade art will experience skill x by time y. Analogy: be in Wilmington by next week- how you get there is up to you, just get there.

Horizontal Alignment How? discipline/level work- see where everyone is, find the commonalities, create a group map. When? Work online in the wiki, small group meetings. Time line: general plan by January

Vertical Alignment Agreed upon concepts that each student should know in order to move to the next level. Includes plan for review, remediation and catching up! Determining criteria for placement levels in HS classes.

Vertical Alignment How? Discipline team work by sequential feeder- school groups (E,M,HS). When? Meeting dates: January 23: VA, T, D February 20: Music Time line: alignment by March

Big Question: Students in Context How can I meet the needs of my students in context? -population -school culture -budget -time management -resources

Personalization! This is where you personalize your curriculum. The Essential Standards, Horizontal Alignment and Vertical Alignment help you determine WHAT to teach. The needs of your students determine HOW you are going to teach it.

Evaluation Review essential questions. Learning targets: did we hit the mark? Your questions- were they answered?

Time line Transition Implementation 10/28/11 8:30-4pm ES/CC introduction. Everyone. 11/29/ County Arts Checkpoint 01/22/12 8:30-11:30 ES: Art, Theater, Dance Horizontal due Vertical working 02/07/ County Arts Checkpoint 02/20/12 8:30-11:30 ES: Music Horizontal due Vertical working 04/10/ County Arts Submissions

Thank-you! Please remember to do the online evaluation: County web site: presentation evaluation Wiki: learning evaluation