nc essential standards
TRANSCRIPT
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 th
inking
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 Arts
Creation 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
DRAFT
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
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 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
www.actfl.org
Global Connections
Time, Continuity & Change
Power, Authority & Governance
Production, 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
[email protected] [email protected]
919-807-3817 910-978-0704
Donna Albaugh, MSA, PD Lead Robin Loflin Smith, Ed.D.,PD Lead
Region 4 Region 2
[email protected] [email protected]
910-476-7218 336-802-6824