NC Essential Standards

http://fsupre-service.wikispaces.com

Today’s session:• I will have a working knowledge of the new North

Carolina Essential Standards.

• I will have a working knowledge of the Revised Bloom’s Taxonomy.

• I will reflect on the new SCOS and my role in preparing teachers.

• I will collaborate with colleagues to identify teachers’ needs in implementing the new SCOS.

Why is the curriculum changing?

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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

…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source: www.achieve.org > node/893 > Pipeline data tab

North Carolina’s Educational Pipeline

State Board of Education Mission

Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

-Adopted August 2006

ACRE – NC’s Accountability and

Curriculum Reform EffortNC’s comprehensive initiative to redefine the Standard Course of Study for K-12 students, the student assessment program and the school accountability model. North Carolina education leaders are the first in the nation to address learning standards, student assessments and school accountability simultaneously.

communication

collaboration

media literacy

cooperation

financial literacy

creativity

critical thinking

technology skills

DRAFT

Essential Standards Guiding Question

What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

NC Essential Standardswww.ncpublicschools.org/acre/standards

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

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RBT classrooms will change• Unit plans should outline large periods of

instructional time and integrate multiple objectives and standards.

• Rigor is evident - based on differentiated planning and activities (performance tasks) that measure understanding.

• Planning reflects knowledge of both the cognitive process and the type of knowledge students are to acquire.

• Inquiry, active learning are evident.

DRAFT

Arts Education StrandsDance Music Theater Arts Visual ArtsCreation and Performance

Musical Literacy Communication Visual Literacy

Dance Movement Skills

Musical Response

Analysis Contextual Relevancy

Responding Contextual Relevancy

Aesthetics Critical Response

Connecting Culture

DRAFTHealthful Living Education = Health Education +

Physical Education

Healthful Living Education Strands

Health Education• Mental and Emotional Health

• Personal and Consumer Health

• Interpersonal Communication and Relationships

• Nutrition and Physical Activity

• Alcohol, Tobacco, and Other Drugs

Physical Education• Motor Skill Development

• Movement Concepts

• Health-Related Fitness

• Personal and Social Responsibility

DRAFTInformation and Technology Strands

Embedded into all content areas K-12

• Sources of Information

• Informational Text (K-5)

• Technology as a Tool

• Research Process

• Safety and Ethical Issues

Inquiry in ScienceInquiry statements appear above

each grade level

• Continues to be a core learning process for science education in North Carolina

WHY?• Inquiry develops independent and critical

thinking skills (higher order thinking skills)

• Reinforces knowledge acquisition and assimilation

Domains & StrandsPhysical 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

World Language Types

Language Type Languages of this type currently being taught in North Carolina’s K-12 public schools

Alphabetic ArabicCherokeeFrenchGermanGreekHebrewHindiItalianLatin – K-12 Classical LanguagesRussianSpanish

Logographic Chinese (Mandarin)Japanese

Visual American Sign Language (ASL)

4 Essential Standards for WL

1. Use the language to engage in interpersonal communication. (Interpersonal Mode)

2. Understand words and concepts presented in the language. (Interpretive Mode)

3. Use the language to present information to an audience. (Presentational Mode)

4. Compare the students’ culture and the target culture. (Culture)

Proficiency OrganizationACTFL Proficiency ScaleNL - Novice Low

NM - Novice Mid

NH - Novice High

IL - Intermediate Low

IM - Intermediate Mid

IH - Intermediate High

AL - Advanced Low

AM - Advanced Mid

AH - Advanced High

S - Superior

www.actfl.org

Global Connections

Time, Continuity & Change

Power, Authority & GovernanceProduction, Distribution & Consumption

Civic Ideals & Practices

Science, Technology & Society

Culture

People, Places & Environments

Individual Development & Identity

Five Conceptual Strands for Social Studies Individuals,

Groups & Institutions

Traditional Standards

• History: Colonial Era, Lost Colony American Revolution, American Civil War, World War I & II, Great Depression

• Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism

• Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism

• History: Continuity and change, leadership, revolution, war, conflict

• Cultural Geography: Climate change, location, resources, environmental challenges, human migration, cultural development

• Civics & Economics: scarcity, justice, freedom, authority, trade

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Conceptual Standards

K Citizenship and Responsibility1st Culture and Diversity2nd Interdependence and Global Economics3rd Geography and Environmental Literacy4th NC History:

• Pre-Colonial through Reconstruction5th U.S. History:

•Pre-colonial through Reconstruction •Canada and Mexico have been removed to provide a more in depth study of the US

K-5 Social Studies

6-12 Social Studies• 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

Educating the Whole Child

Resources to help you:

http://www.ncdpi.wikispaces.net

Collaborative workspaces resources

www.ncpublicschools.org/acre

Standards, crosswalks, unpacking documents

Contact InfoMaria Pitre-Martin, Ph.D., Director Rachel McBroom, Ph.D., PD

Lead

K-12 Curriculum and Instruction Region 4

Maria.pitremartin@dpi.nc.gov Rachel.mcbroom@dpi.nc.gov

919-807-3817 910-978-0704

Donna Albaugh, MSA, PD Lead Robin Loflin Smith, Ed.D.,PD Lead

Region 4 Region 2

Donna.albaugh@dpi.nc.gov Robin.smith@dpi.nc.gov

910-476-7218 336-802-6824