Common Core State Standards & North Carolina Essential Standards

Common Core State Standards & North Carolina Essential Standards
The North Carolina Standard Course of Study Common Core State Standards & North Carolina Essential Standards Support for School Executives Session 2 Fall 2011 All slides will be coded R or O at the beginning of the audio section. R= required for presentation O= optional slide (customize to your region based on time/need) R Presenters will welcome participants. Welcome back principals returning for phase 2; reassure new attendees that their presence is appreciated. (If you have a place where Phase 1 training materials are available virtually, you can assure them they have access, you will discuss with them, etc).

Access to training materials:
If you are posting the presentation (without presenter notes) for participants to view, you can share the site now. You might also share if this site is the place to access phase 1 training or other regional materials of importance. Facilitators: Hide this slide if you do not have a site to post your materials on…

Outcomes: I will have a working understanding of the Common Core and Essential Standards. I will gain instructional leadership knowledge and skills that assist me in supporting my teachers. I will collaborate with colleagues across the region to discuss topics of interest. R

Focus on Leadership O To achieve these outcomes, we must focus on our leadership. Remind participants of their professional standards. (Instructional Leadership) Image from Microsoft Office

Assessing Your Readiness
We are beginning today with a look in the mirror. “Put on your instructional leadership hat.” Facilitators may choose to use the stoplight sort cards or just the handout. The cards are numbered to match the handout. Image from Microsoft online gallery

Red Yellow Green Stoplight Sort Not Yet Started Needs Work
Ready or Completed Red Yellow R Audio: If you are using the cards: (Modify accordingly if you are using the handout only) At your tables, you will find a red, yellow, and green sheet and an envelope/bag labeled “Stoplight Sort.” (Hold up a bag and colored papers.) Inside this bag, you will find several statements for your consideration. In this activity, you will read each statement separately and sort the statements based on your school’s readiness. You may want to use the Stoplight Sort Handout to guide future discourse with your leadership team when you return to your school. If you read a statement and know that your school has a clear, specific plan in place and is ready to implement this statement or that your school has already completed this task, place that statement on the GREEN paper. If you read a statement that your School Team has thought about or discussed but that is still not completely realized at this point, place that statement on the YELLOW paper. And finally, if you read a statement that your School Team has not yet considered or that you are not ready to complete, place that statement on the RED paper. Record your responses on the handout in order to capture your school’s data sort on the “Stoplight Sort” Handout. (Hold up the handout.) As you return to your school and continue your work, this formative assessment may serve as a resource. Are there any questions before you begin? Green

Next Steps? R Audio (cont.): The Stoplight Activity you just completed may provide some insight into strengths in your school as well as shed light on next steps on the path towards implementation of the new standards. Trainer Note: Next steps discussion could be a think-pair-share, quick write, or group with colleagues who have similar ‘next steps’ to discuss as a group. Facilitators should make this choice based on their group size, time, etc. Image from Microsoft online gallery

Digging Deeper into the North Carolina Standard Course of Study
Supporting the New Standards at the School Level R We are going to focus on the structure of the new standards. Diving deeply into the content of all the different areas would be impossible in our limited time. Getting to know the major shifts and the structure are first steps in learning about the new standards. This is what principals asked for at Phase I. Share that this part of the presentation, in no way, is a replacement for reading, analyzing, and discussing the standards. This is simply an overview of a few of the big ideas inherent in the new standards.

NC Standard Course of Study
NC Essential Standards Science Social Studies World Languages Arts Education Healthful Living Career & Tech Ed Exceptional Children English as Second Language English Language Development (approved 2008) Information & Technology Common Core State Standards (Adopted by 48 states and the District of Columbia) English Language Arts Mathematics R (This is a review from the Phase I presentation.) Be sure to emphasize the note in blue. The two blue content areas do not have specific courses with tests associated with them. They are standards that are interwoven throughout all content areas, grades & courses. But they are still standards. *English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators.

O – Pass through slide Facilitator note: There is no new graphic for this yet. HL and Guidance standards have been adopted.

Emphasis on reading and comprehending informational texts
Develop a strong foundation in numbers and operations in the early grades Algebraic thinking early (in depth by 6th grade) Physical Science concepts early (a focus in elementary) Social Studies builds on broad, essential concepts Overview of Concrete Changes for 21st Century Learners R This slide, as well as the next, provides concrete changes that in the new standards. Later in the presentation, we will discuss more specifically some of the changes in the Mathematics, ELA, and Social Studies standards.

Students will be critical consumers of media.
Students will be able to consider the perspectives of others. Students will be successful collaborators. Students will be lifelong learners Students will be academically self-aware Dispositions, Attitudes, and Non-Academic Skills R Of course, these are dispositions, attitudes, and skills that we have wanted to empower our students to embrace. There are some important points here: 1) Dispositions/Attitudes – the student’s disposition and attitude is crucial to each of the outcomes listed. The new standards provide multiple opportunities for student engagement through inquiry-based activities, a focus on RBT, the embedded 21st century skills, and opportunities to grapple and persevere with content.

College & Career Ready: Globally Competitive
By , students will graduate having passed a class for which Algebra II is a pre-requisite. By , students will graduate having passed four history courses in high school. World Languages will be based on proficiency, not grade-level or grade span. Starting in , students will be taught reading and writing standards in History/Social Studies, Science, and Technical Subjects. R

Share big ideas with whole group.
Think-Pair-Share What conversations will you have with your media specialists, curriculum / instructional / literacy specialists, teachers, and mentors? Share with partner. Share big ideas with whole group. O Guide principals to their handouts (electronic if you choose) to have a partner discussion about the last two slides. The information on the last two slides can be found in their handouts.

Understanding the Standards
Five Sections Introduction The New Standards Instructional Toolkit Content-Specific Sections Next Steps R Note to PD Leads: (There seems to be great variance across the state regarding the use of Understanding the Standards. It seems that many districts are embracing this module, and principals are even leading their faculties through it. On the other hand, there are many districts who have no clue about this module. – That being said, do a quick Fist to Five or Thumbs Up formative assessment to gauge how much time you want/need to spend on this module. The photo is a hyperlink to the site. Make sure you log in. In their notes is a break down of what they will find in each of the five sections of this module.)

The Hunt Institute http://www.youtube.com/watch?v=9IGD9oLofks R
Note to PD Leads: (The screen shot is a direct link to the video. Also, there is a handout on the video vignettes regarding Common Core that the principals can access on YouTube. Ask them to regard that handout at this time. The handout shares a snippet of information about what they will find on each video. ) Audio: This video is one of many that the Hunt Institute has created to help strengthen our collective understanding of the Common Core State Standards. The James B. Hunt, Jr. Institute for Educational Leadership and Policy is a strategic catalyst for transforming public education and securing our country’s future. Using our depth and breadth of knowledge, we bring together the right people and resources to facilitate critical dialogue and mobilize action on the issues that matter in education. Established in 2001, and an agency of the University of North Carolina at Chapel Hill, the Institute honors the legacy of James B. Hunt, Jr., the former governor of North Carolina who distinguished himself as an ardent champion of education. That work continues in earnest today. Our mandate: to inspire elected officials and key policymakers to make informed decisions that result in improving the lives of all children through quality education. These videos are endorsed by DPI’s ELA team.

How could you use the Hunt Video Series in your school?
Question to Consider How could you use the Hunt Video Series in your school? R

Common Core Big Picture
Aligned with college and work expectations Focused and coherent Includes rigorous content and application of knowledge through higher-order skills Internationally benchmarked – prepares students for global economy & society Based on evidence and research O Note to PD Leads: The information on this and the next two slides is all a review. However, the audio below can be helpful for principals as they frame instructional conversations in their schools. This may be a good place to share the work that our team is doing with IHE. Not developed with high school graduation as an end, but rather with college and work requirements in mind. You will notice a new clarity and focus that was missing from previous standards. Not a lot of meaningless verbiage. The rigor is greatly increased, and in many cases is pushed down into earlier grades. Also, questioning and use of “higher order thinking skills” is not just receiving lip service here. It is real. Standards are much more aligned with what other leading education countries are requiring of their students. Makes our students more competitive and better able to function globally. The standards are the result of some of our best thinking in education today, and are research-based and proven. The Common Core is not an educational experiment.

Rationale for Implementation
Equity/Student Mobility Expectations the same regardless of where students live or where they go College/Career Readiness Students need to be more than proficient Comparability State results will be comparable through common assessments O Features of the Common Core that make up the Rationale for Implementation: Equity – Students from poor communities get the same content and instruction that students from wealthy (better resourced) communities get. All are expected to meet (and are supported in meeting) the same high standards. Student Mobility – Students coming into school during the year are up to speed, familiar with material. Students leaving are better able to integrate into new school programs-- across the state or even in other states. Readiness –The standard for proficiency is raised to actually mean proficient. The new proficient means proficient for college and skilled/professional work. Not simply something that is “enough” to get you out of high school. Comparability – Higher passing rates due to dumbing down/easier tests (from some states) goes away. Common standards mean common assessments across states. Gives us useful data for comparison purposes, and a common baseline for gauging student achievement.

Rationale for Implementation
Shared Resources Ability to share and team across district and state lines Economies of Scale Possible savings due to sharing of resources and assessments O Shared Resources – Imagine partnering with teachers across the state and the country, finding teachers who are working with a similar demographic group of children to your own, and being more successful with them. Not only can you share physical resources, but you can share ideas and partner with other educators on the same curriculum. Economies of Scale – May be possible to cut down on costs due to larger numbers using same materials.

Common Core State Standards for Mathematics
Navigating the Resources Reading the Standards Classroom Instruction R In this section, we will provide a brief overview of the Common Core State Standards for Mathematics. We will be looking at resources, how to read the standards, and how classroom instruction will differ.

Navigating the Resources
Summer Institute Materials PPTs and Handouts October 13: RESA Content Sessions Handouts Available R (Photos are hotlinks to the dpi wikispaces site and the wise owl math site.

Reading the Standards R
Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Unlike the 2003 NCSCOS, these will change throughout K-8

Standards for Mathematical Practice
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. R Go to the Common Core Site and Pull up the Mathematics Standards. Walk them through the “Introduction: Standards for Mathematical Practice.” Share that these are practices inherent in each grade level of the Common Core

Structural Differences
K-8: Designed by year. Domains (overarching concepts) are listed under the grade. High School: Designed by Domain Courses pull from each of the high school domains See Note on Courses and Transitions R

R – This is the first slide of a three-part SMARTER Balanced Sample Assessment Item. Johannah Maynor shared this and said please share with LEAs.

R - Part 2

R – part 3

“What task can you give that will build student understanding?”
When coaching teachers, ask “What task can you give that will build student understanding?” rather than “How can you explain clearly so they will understand?” adapted from Grayson Wheatley, NCCTM, 2002 R This is a clear paradigm shift from traditional math instruction. (This quote came from the DPI Math Content Sessions at the RESAs. I just changed it to be from the perspective of the principal instead of the teacher.)

Classroom Instruction
How should math instruction look? Summer Institute presentations provide excellent examples of changes to classroom practice. R (Click on photo to play video.) – Not working? -- Dan Meyer teaches high school math outside of Santa Cruz, CA, and explores the intersection of math instruction, multimedia, and inquiry-based learning. He received his Masters of Arts from the University of California at Davis in 2005 and Cable in the Classroom's Leader in Learning award in He currently works for Google as a curriculum fellow and lives with his wife in Santa Cruz, CA. Dan Meyer has received national notoriety with his message that we need a paradigm shift in math instruction to engage our 21st century learners. His view of mathematics instruction clearly aligns with the vision set forth by the Common Core State Standards.

Talking with Teachers Student Inquiry Perseverance
Constructing, Defending, and Challenging Arguments Modeling Abstract and Quantitative Reasoning R See Talking Points in the handout to guide principals in discussions with their teachers.

Upcoming Webinars and Trainings for Math
November 17 January 10 February 9 March 8 Trainings Each PD Lead will add training days for his/her region R Add webinar registration link

Contact Information: Barbara Bissell Section Lead Kitty Rutherford 3-8 Mathematics Consultant Robin Barbour 6-8 Mathematics Johannah Maynor 9-12 Mathematics Carmella Fair Please complete the evaluation before you leave.

Common Core State Standards for English Language Arts
Navigating the Wiki Understanding the Structure New, Better, Different Classroom Instruction R

Navigating the Wiki http://elaccss.ncdpi.wikispaces.net/ELA+Home
Understanding the Standards End of Fall Content Tour: RESA Content Sessions Handouts Available R Just as with math, ELA also has a website where they house their Summer Institute materials.

Design There are four strands: Reading
+ Reading Foundational Skills K-5 Writing Speaking and Listening Language The ELA Common Core supports an integrated model of literacy. There are media requirements blended throughout. Media = research and technology

College and Career Readiness (CCR) Anchor Standards
Have broad expectations consistent across grades and content areas. Are based on evidence about college and workforce training expectations. Expect instruction to cover a broad range of increasingly challenging texts. These anchors are for k-12 (the same) They are also the anchors for the literacy standards for s,ss, and tech sub

K-12 Grade Specific Standards
Are grade-specific end-of-year expectations. Are developmentally appropriate. There is a cumulative progression of skills and understandings. Have a one-to-one correspondence with CCR Anchor Standards.

CCSS GRADE SPECIFIC STANDARD
CCR ANCHOR STANDARD CCSS GRADE SPECIFIC STANDARD College and Career Readiness Anchor Standards for Reading Reading Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Point out the similarities in language from the anchor to the grade specific

CCSS GRADE SPECIFIC STANDARD
CCR ANCHOR STANDARD CCSS GRADE SPECIFIC STANDARD College and Career Readiness Anchor Standards for Reading Reading Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Intentional Design Limitations
The Standards do NOT define: How teachers should teach. All that can or should be taught. The nature of advanced work beyond the core. The interventions needed for students well below grade level. The full range of support for English Language Learners and students with special needs. Everything needed to be college and career ready. R – These are not national standards these are state adopted standards.

High School Literature
The scope and sequence of literature allows for a literary experience that carries not only a global perspective but an opportunity to view U.S. literature and literary nonfiction within a global lens. The literature selections provide a vehicle by which to teach the CCSS standards and ensure that students will have a rich and diverse understanding of literature by the end of their senior year. R – Important paradigm shift – going from teaching literature (just focusing on the book, etc) to teaching standards (and using literature to teach the standards).

Appendix A Appendix B Appendix C Reading Reading Foundational Skills
Writing Speaking and Listening Language Bibliography and Glossary of Key Terms Appendix B Text Complexity Sample Performance Tasks Table of Contents Appendix C Samples of Student Writing with Annotations R

Three Key Reading Questions
What does it say? Literal level Addresses comprehension Foundational to answering the second question What does it mean? Interpretation level Addresses Themes More than just appreciating a good story What does it matter? Reflection Addresses Connections The heart of why they read the text R Look for …. Read less more closely! Rich classroom conversations around smaller pieces of text. These are three questions that we should be asking in all ELA classrooms in a variety of ways. A literal understanding is a prerequisite for uncovering deeper meaning in the text 2. We want the teachers (and students) to walk away from a text able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story. 3. Getting to the heart of why they read the book. Excellent way to get students to think beyond the story/text and consider what was said in the text verses what it didn’t say. Characters’/People’s reaction to why they didn’t react a certain way. We want to provide them with imaginative rehearsals with the world they will soon inherit.

Focus on Text Complexity
ELA CC State Standards: focus on short texts worthy of rereading which places a high priority on the close, sustained reading of complex text. are emphatic about students reading text of an adequate range and complexity. focus intently on students reading closely to draw evidence from the text itself. require students to read increasingly complex texts with increasing independence as they progress towards career and college readiness. O Focus on bullets 2 and 4

Writing Writing arguments Writing informative/explanatory texts
Standards 1-3 address text types and purposes: Writing arguments Writing informative/explanatory texts Writing narratives R - Extra information on Writing in the Appendices…. Actual student writing exemplars with annotations can be found in appendix C

An Integrated Model REMEMBER: “While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.” ( CCSS, Introduction, p. 5) O Look for integrated instruction rather than student mastery of one standard at a time….

The SBAC sample shows alignment to the CCSS in additional ways:
R SBAC released sample items. The ELA item was an example of an “extended performance event”. The six instructional shifts are evident in the following 11th grade example (see next slide). Students are asked to write from several sources and synthesize information from texts. The questions are text-based requiring students to return to the text. This sample builds on students’ background knowledge in social studies. The SBAC sample shows alignment to the CCSS in additional ways: the use of research use of the reflective essay which is an example of literary non-fiction (a type of informational writing that is emphasized in the CCSS for high school)

On-line materials and sample Mini-maps
The process of mapping On-line materials and sample Mini-maps O- Be sure to tell principals that this site is not affiliated or endorsed by Common Core and that these lessons an optional starting point.

Upcoming Webinars and Trainings for ELA
January 12 March 8 April 26 Topic: Close reading of a cluster of standards – Looking at the reading standards and modeling how to do a PLC around learning about the standards. Trainings Each PD Lead will add training days for his/her region R

Table Talk: 5 Minutes How do some of these changes impact instruction? How does this understanding help you as an instructional leader? O Ask principals to discuss these two questions at their tables. Then, ask them to share out big ideas.

Contact Information: Julie Joslin, Ed.D. Section Lead Grades 9-12 English Language Arts Consultant Cindy Dewey, Ph.D. Grades 3-8 English Language Arts Consultant Dan Tetreault K-5 English Language Arts Consultant Lisa McIntosh (Llewellyn)

North Carolina Essential Standards
An Overview R Explain that due to time constraints, we will discuss one Essential Standard area. - Social Studies.

Critical Competencies Addressed
Financially literate Globally aware Environmentally literate Critical consumers of media Precise communicators 21st Century Competence Novel, real-world problem solvers Ability to analyze and synthesize information in order to create meaning Ability to understand the interconnectedness of systems and content Problem-Solving Competence R This info should be a review.

ACRE Website Standards Crosswalks Unpacking Documents Updates
Instructional Support Tools RBT Extended Content Standards and Support Materials R We have shared this site before. Dr. Pitre-Martin wants us to continue to share this site with our audiences.

North Carolina Essential Standards for Social Studies
Understanding the Structure Big Ideas Classroom Instruction R

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 Use of one verb R – You probably have heard from our summer PD sessions that there will be an official DPI RBT module developed, delivered in the same vein as the modules for The Call to Change and Understanding the Standards. This RBT module, that Dr. Lorin Anderson is developing for your use, will be released at some point this fall. Additionally, in our various social studies PD we will begin making critical connections with RBT because of the role the taxonomy plays in the standards that we have developed and thus the understanding of RBT that must be present when teachers begin to plan lessons, units, classroom activities and assessments using the social studies essential standards. We 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.”

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.

The Five Conceptual Strands
Individuals, Groups & Institutions Time, Continuity & Change Science, Technology & Society People, Places & Environments Civic Ideals & Practices Culture Individual Development & Identity Power, Authority & Governance R 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 Connections Production, Distribution & Consumption

Integrated, Intra-/Interdisciplinary Approach
K-12 SOCIAL STUDIES CURRICULUM Arts Education English/ Language Arts English Language Development Healthful Living Information & Technology Skills When teachers are teaching the units developed from these strands, they are not only integrating within social studies (intradisciplinary), but they also can cut across disciplines to connect social studies to other content areas such as Language Arts, Mathematics, Science, Art (interdisciplinary). In social studies, you are integrating strands of social studies around concepts. Integration is viewed as a cognitive process rather than what we do with subjects. Integration can occur in inter- and intra disciplinary contexts- where patterns and connections are made between the factual and conceptual levels of knowledge. This integration of thinking allows knowledge to be transferred. Teachers can integrate strands of social studies by using the conceptual themes within the strands as a focus and connection to topics for units. We are going to be discussing later about doing professional development around Unit Development and the conceptual approach. Whether you are developing curriculum using an intradisciplinary or interdisciplinary approach, it is very important that you incorporate the five strands (as seen on the previous slide) of social studies, as appropriate, into each unit. To understand culture for example, students need to also understand continuity and change occurring over time (history). When teaching about power and authority one may also need to teach about different cultures, the relationships between people, places and environments as well as the interconnections among individuals, groups and institutions. The integration of thinking around concepts thrives on connections. A fully integrated curriculum combines different disciplines in a synergistic manner that makes the knowledge of one subject or discipline inseparable from that of another subject or discipline, with division occurring only in the teaching of sophisticated content or vocabulary (Integrity of each discipline and its specific content and vocabulary skills). When curriculum and instruction require students to process factual information through the conceptual level of thinking, the students demonstrate greater retention of factual information, deeper levels of understanding, and increased motivation for learning. This does not happen just for Elementary, but needs to be done in Middle Schools and High School. As an administrator, when walking into a classroom to observe or viewing documentation of plans, what one sees will be different from what you’ve seen in the past. You will not just see one objective but multiple objectives should be posted. Mathematics Science World Languages

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…

R – While the topics and facts may change, the concepts and generalizations may remain the same. Students will have developed a mental scaffolding for studying migration, opportunity, needs, and freedom so that when they encounter these conceptual ideas again, they will be able to able the understanding to different situations, times, and place.

Traditional Standards
Conceptual 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 R- 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.

The Instructional Toolkit
Priority One Tools: Crosswalks of 2006 & 2010 Standards Unpacked Content Documents Priority Two Tools: Unpacking Documents for Electives Graphic Organizer Exemplars Other Tools: Glossary of Essential Terminology Sample Units of Instruction Assessment Samples To assist you with your curriculum needs here are the documents that we have developed are currently working to develop. You are familiar with the crosswalk and unpacking documents. Do you have questions about these documents? If so, please post in the questions section of the site. If you have called in, we will provide you an opportunity to ask questions at the end of the presentation during our Q&A session. We are currently working on unpacking documents for the elective courses as well as a set of graphic organizer exemplars that may be used as tools to help students access and analyze content more effectively. In the future, we will also produce a glossary of difficult terms in the standards, unit exemplars, and assessment samples sometime in the Spring of 2012.

How do you stay connected?
K-12 Social Studies Listserv: To subscribe: Send an to Bernadette Cole at should contain the following information: Name address Phone number (optional) School/District Educational role (i.e. teacher, curriculum supervisor, associate superintendent) Grade level/course for which you are responsibility (i.e. K-5, 7th grade, World History) R If you subscribe to our listserv, you will receive periodic announcements regarding support materials, webinars, professional development opportunities, etc. Please share Bernadette’s contact information with others who may not be subscribed to the listserv including teachers. Once you access the wiki site, click on the social studies link. You will find resources posted shortley.

Six-Step Partner: 5 Minutes
What are going to be the biggest challenges for your social studies teachers based on what you have learned? What support can you provide them in terms of their new curriculum? How will your evaluative lens change when observing a social studies class? O Ask principals to take a minimum of six steps from their seats and find a new partner with whom they have not worked today. Ask them to take 5 minutes and discuss the three questions on the PPT. (At the end of 5 minutes, they can share out some big ideas.)

Upcoming Webinars and Trainings for Social Studies
November 8 January 31 March 27 Trainings Each PD Lead will add training days for his/her region R

Contact Information: Fay Gore Section Lead Jolene Ethridge K-5 Social Studies Consultant Jennifer Ricks 6-8 Social Studies Dalton Edwards 9-12 Social Studies Dalton Michelle McLaughlin

Individual Reflection
3- Takeaways 2- Immediate Actions 1-Area of Need O Facilitator note: This activity is in their notes. Give them time to complete, and if time allows, provide them an opportunity to share. Verbally transition into RBT (next slides) by explaining that they have just had an opportunity to examine key features of the essential standards. Another feature essential to understanding the intent of the standards is the use of the Revised Bloom’s Taxonomy in writing the standards. North Carolina has chosen RBT to help move to the complex thinking expected from 21st Century graduates. The RBT was chosen because it has well-defined verbs and is built on modern cognitive research. The following slides further explores the taxonomy.

Revised Bloom’s Taxonomy
Key Features and Intent Transition into RBT (next slides) by explaining that they have just had an opportunity to examine key features of the essential standards. Another feature essential to understanding the intent of the standards is the use of the Revised Bloom’s Taxonomy in writing the standards. North Carolina has chosen RBT to help move to the complex thinking expected from 21st Century graduates. The RBT was chosen because it has well-defined verbs and is built on modern cognitive research. The following slides further explores the taxonomy.

RBT Educational goals, objectives, standards, activities and assessments Enhances communication Clear, concise, visual representation Relative emphasis, curriculum alignment, and missed educational opportunities Planning of curriculum and delivery of instruction R The taxonomy of educational objectives is a scheme for classifying educational goals, objectives, standards, activities and assessments Provides an organizational structure that fives a commonly understood meaning to objectives classified in one of its categories, thereby enhancing communication—for example similar objectives in different content would more likely be classified the same using the table—therefore teachers of different content can collaborate on designing learning activities and assessments—and integrated units Using the Table to classify objectives, activities, and assessments provides a clear, concise, visual representation of a particular course or unit Completed table allows for the examination of relative emphasis, curriculum alignment, and missed educational opportunities Teachers can use this examination to decide where and how to improve the planning of curriculum and the delivery of instruction

The Revised Bloom’s Taxonomy is
“a tool to help educators clarify and communicate what they intend students to learn as a result of instruction.” R Taxonomy can also be used to analyze the results of statewide assessments in terms of their possible and likely impact on curriculum and instruction—using the Taxonomy Table to increase the alignment of school-wide or district-wide curriculum and instruction with state standards and state-mandated assessments will enable teachers to focus on the standards without “teaching to the test”. Because the Taxonomy Table focuses on student learning rather than student performance, it emphasizes the need to focus on the cognitive processes and types of knowledge required to achieve the standards, rather than the specific or general types of items included on the statewide assessments—Once determined, this knowledge of relevant cognitive processes and types of knowledge can be used to make necessary adjustments in curriculum and instruction that are needed to improve the effectiveness of the entire educational system. The Essential standards are based on the Revised Bloom’s Taxonomy. In order for teachers to understand and develop learning experiences for the ES they must understand how to use the RBT and today we will provide information to assist your understanding of how the tool should be used so that you can effectively guide and provide feedback to teachers. (Anderson and Krathwohl, Eds., p. 23)

Placement of the Objective, Instructional Activities, and
Assessment in the Taxonomy Table R The original Taxonomy represented a cumulative hierarchy---mastery of each simpler category was prerequisite to mastery of the next more complex one—in other words students would not be able to apply knowledge without understanding the knowledge—The Revised Taxonomy represents a continuum of cognitive complexity but allows for the categories to overlap—the hierarchy is not as rigid—more flexible---for example explain is a subtype to understand which falls on the continuum before execute a subtype of apply. According to the original Taxonomy, students would not be able to execute before they were able to explain the execution—that is not necessarily true. Execute just means applying knowledge or skills in similar situations. In mathematics, teachers work a few problems on finding the circumference of a circle. Then provide opportunities for students to do the same. The only thing that changed were the numbers supplied to the students. Students are able to repeat what the teacher did but may not be able to explain why it works. This chart and information were taken from A Taxonomy for Learning, Teaching, and Assessing (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, and Wittrock ( 2001) .

How Should the Taxonomy Be Used?
? (r or o)???? How to Use Identify the verb and classify the objects of the statements of objectives. (The object of objectives contains the content to be learned.) Place in appropriate cell. Identify learning activities that address the skills and knowledge needed to master the objective. Using the verb and object of the statements of objectives, place in appropriate cell. Design assessments that assesses learning of each learning activity and place in appropriate cell. Identify or design assessment for the objective, place in appropriate cell. Regardless of the subject if the objective is classified as an application of factual knowledge, the tasks and assessments can remain the same—only the subject content would change. This means that once mapped types of activities can be used again and teachers across content areas can share and collaborate more effectively. Retrieved from

Placement of the Objective, Instructional Activities, and
Assessment in the Taxonomy Table ? (r or o)???? The original Taxonomy represented a cumulative hierarchy---mastery of each simpler category was prerequisite to mastery of the next more complex one—in other words students would not be able to apply knowledge without understanding the knowledge—The Revised Taxonomy represents a continuum of cognitive complexity but allows for the categories to overlap—the hierarchy is not as rigid—more flexible---for example explain is a subtype to understand which falls on the continuum before execute a subtype of apply. According to the original Taxonomy, students would not be able to execute before they were able to explain the execution—that is not necessarily true. Execute just means applying knowledge or skills in similar situations. In mathematics, teachers work a few problems on finding the circumference of a circle. Then provide opportunities for students to do the same. The only thing that changed were the numbers supplied to the students. Students are able to repeat what the teacher did but may not be able to explain why it works. This chart and information were taken from A Taxonomy for Learning, Teaching, and Assessing (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, and Wittrock ( 2001) .

Phase I Instructional Tools Crosswalk Documents Unpacking the Standards Documents Phase II Instructional Tools (Spring Release) Graphic Organizers Learning Progressions/Maps Formative Assessment Exemplars Terminologies R Share that DPI is committed to creating instructional tools to assist educators. Image from Microsoft online gallery

SMARTER Balanced Assessment Consortium
SMARTER Balanced Assessment Consortium’s site provides the most current information regarding summative assessments. DPI’s Math Content Consultants shared some sample items during their RESA Content day. Their presentation will be available on October 13. However, there is some great information regarding math, adaptive computer testing, resources, etc. that you can find on this site. (Photo is a hotlink.)

What else is on the wiki for me?
If you are posting the presentation (without presenter notes) for participants to view, you can share the site now. You might also share if this site is the place to access phase 1 training or other regional materials of importance. Facilitators: Hide this slide if you do not have a site to post your materials on…

You Direct the Discussion
Image from Microsoft online gallery

Ticket out the Door + ∆ ? R

Contact Information Heather Mullins (c) waterlovers3 (Skype) Kimberly Simmons (c) kim.simmons222 (Skype) Kimberly Simmons

Common Core State Standards & North Carolina Essential Standards

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