1. Common Core State Standards & NC Essential Standards Fayetteville State University

2. Reflection https://penzu.com
Join Penzu, begin journal to record teachers’ needs, terms, etc.

3. Today’s session:
I will have a working knowledge why the curriculum is changing.
I will have a working knowledge of the 4 Cs and digital literacy.
I will have a working knowledge of the Common Core State Standards and the North Carolina Essential Standards.
I will reflect on the new SCOS and my role in being prepared to teach to the standards.
I will collaborate with colleagues to discuss hot topics in education.

4. Why is the curriculum changing?

5. 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 year
In 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 years
Source: > node/893 > Pipeline data tab

6. 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 2006
FUTURE-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.

7. 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.

8. media literacy communication financial literacy collaboration
cooperation
financial literacy
creativity
critical thinking
technology skills
21st 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 Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Research and Information Fluency
Technology Operations and Concepts
Effective 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.

9. Dispositions, Attitudes, and Non-Academic Skills
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.

10. 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

11. 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.

12. 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.

13. 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.

14. 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.

15. English/Language Arts
media
Writing from sources
Academic vocabulary
Conventions of Standard English
Balance of informational and literary texts
Use of complex texts
Focus on the evidence – text- based answers
media
media

17. College and Career Readiness (CCR) Anchor Standards in each strand
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. R
These anchors are for k-12 (the same) They are also the anchors for the literacy standards for s,ss, and tech sub

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

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

20. A Major Change for Content Area Teachers

21. Disciplinary Literacy is NOT
Learning to read and write.
Rather, it is reading and writing to learn.

22. CCR Anchor Standards for Writing Three types of writing: Argumentative Explanatory/Informative Narrative

23. 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)

24. Shift 1 - Focus Shift 2 - Coherence Shift 3 – Rigor
3 Shifts in Mathematics
Shift 1 - Focus
Shift 2 - Coherence
Shift 3 – Rigor

25. 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 R

26. 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.
Conceptual understanding; focus on number, measurement, geometry for young children.

27. 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?

28. 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
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.”

29. 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.

30. 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.

31. NC Essential Standards www.ncpublicschools.org/acre/standards

32. Arts Education Strands
Dance
Music
Theater Arts
Visual Arts
Creation and Performance
Musical Literacy
Communication
Visual Literacy
Dance Movement Skills
Musical Response
Analysis
Contextual Relevancy
Responding
Aesthetics
Critical Response
Connecting
Culture

33. Healthful Living Education = Health Education + Physical Education

34. Healthful Living Education Strands
Health Education
Physical Education
Mental and Emotional Health
Personal and Consumer Health
Interpersonal Communication and Relationships
Nutrition and Physical Activity
Alcohol, Tobacco, and Other Drugs
Motor Skill Development
Movement Concepts
Health-Related Fitness
Personal and Social Responsibility

35. 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
A 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.

36. Domains & Strands Physical Earth Life Force & Motion
Earth in the Universe
Structures & Functions of Living Organisms
Matter: Properties & Change
Earth: Systems, Structures & Processes
Ecosystems
Energy
Earth History
Evolution & Genetics
Conservation & Transfer
Molecular Biology
Interactions of Matter & Energy
The 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 History
Life Sciences – Structures and Functions of Living Organisms; Ecosystems; Evolution and Genetics; Molecular Biology
Within these topic strands essential standards are mastered as students engage in a vertical progression of steps along the K-12 journey in science education. 37

37. World Language Types Language Type
Languages of this type currently being taught in North Carolina’s K-12 public schools
Alphabetic
Arabic
Cherokee
French
German
Greek
Hebrew
Hindi
Italian
Latin – K-12 Classical Languages
Russian
Spanish
Logographic
Chinese (Mandarin)
Japanese
Visual
American 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 or
character 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.

38. 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 WLES
Here 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.

39. 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
The 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.

40. Five Conceptual Strands for
Social Studies
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

41. 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…

42. Traditional Standards
Conceptual Standards
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 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.

43. K-5 Social Studies K Citizenship and Responsibility
1st Culture and Diversity
2nd Interdependence and Global Economics
3rd Geography and Environmental Literacy
4th NC History:
Pre-Colonial through Reconstruction
5th U.S. History:
•Pre-colonial through Reconstruction
•Canada and Mexico have been removed to provide a more in depth study of the US

44. 6-12 Social Studies 6th, 7th - world history
8th – 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
Turning 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.

45. 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

46. Educating the Whole Child

47. Collegial Conversations
Capitalizing on our Greatest Resources
In our work around the region, we find that the greatest resource we encounter is human expertise. You are skilled at problem solving, sharing and collaborating. We want to use this afternoon as an opportunity to value your needs and concerns by allowing you to capitalize on the expertise offered by colleagues.

48. Collegial Conversations
You will only have time for 3 stations
15 minutes per station
Use timer
(Next slide shows topics)
(PD leads: use your discretion on number of table tents/topics to place based on your location’s size/needs)
Image from MicroSoft online gallery

49. Resources to help you:
Collaborative workspaces resources Standards, crosswalks, unpacking documents

50. Contact Info
Donna Albaugh, M.Ed., M.S.A. Jody Cleven, Ph.D. Heather Stewart, M.A.