NC Essential Standards fsupre-service.wikispaces

1. NC Essential Standardshttp://fsupre-service.wikispaces.com

2. 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.

3. Why is the curriculum changing?

4. 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 …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

5. 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

6. 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.

7. media literacy communication financial literacy collaboration technology skills cooperation creativity critical thinking

8. 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?

9. NC Essential Standardswww.ncpublicschools.org/acre/standards

10. 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

12. 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.

13. Arts Education Strands

14. Healthful Living Education = Health Education + Physical Education

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

16. 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

17. 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

18. Domains & Strands

19. World Language Types

20. 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)

21. Proficiency Organization www.actfl.org

22. 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 Global Connections Production, Distribution & Consumption

24. 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

25. K-5 Social Studies • K Citizenship and Responsibility • 1st Culture and Diversity • 2ndInterdependence and Global Economics • 3rdGeography and Environmental Literacy • 4thNC History: • Pre-Colonial through Reconstruction • 5thU.S. History: • •Pre-colonial through Reconstruction • •Canada and Mexico have been removed to provide a more in depth study of the US

26. 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

27. Educating the Whole Child

28. Resources to help you: http://www.ncdpi.wikispaces.net Collaborative workspaces resources www.ncpublicschools.org/acre Standards, crosswalks, unpacking documents

29. Contact Info Maria Pitre-Martin, Ph.D., Director Rachel McBroom, Ph.D., PD Lead K-12 Curriculum and Instruction Region 4 Maria.pitremartin@dpi.nc.govRachel.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