Curriculum & Instruction

Curriculum & Instruction

04/19/23District and School Transformation 1

Intended Learning Outcomes

• Timeline• Curriculum Changes• Test Specs – ELA/Math• Test type/delivery• Text Complexity• Social Studies• Science• Instructional Connections

04/19/23District and School

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Curriculum Cycle• June 2010: North Carolina State Board of Education

adoption of the CCSS• 2010-2011: Item development for the Next Generation

of Assessments• 2011-2012: Administration of stand-alone field tests of

assessments• 2012-2013: Operational administration of assessments

aligned to the CCSS- NCDPI• 2013-2014: Operational administration of assessments

aligned to the CCSS-NCDPI• 2014-2015: National assessments aligned to the CCSS

(Smarter Balanced Assessment Consortium)- pending SBE approval


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Three Shifts in Literacy

Shift 1

Shift 2

Shift 3

Informational and NonfictionBuilding knowledge through content-rich nonfiction and informational texts

EvidenceReading and writing grounded in evidence from text

Complex TextsRegular practice with complex text and its academic vocabulary

Draft – March 2012. Check http://www.ncpublicschools.org/ready/


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http://www.ncpublicschools.org/ready/

English Language Arts Grades 3-5

NCSCoS - ELAEnabling strategies to read and write

5-10%

Strategies and skills to comprehend

58-68%

Make connections through the use of oral language, written language, and media and technology

23-35%

Common Core ELAReading for Literature

30-40%

Reading for information

29-49%

Language 19-31%


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English Language Arts Grades 6-8

NCSCoS - ELA

Use language to express individual perspectives

3-11%

Explore and analyze information from a variety of sources

18-22%

Examine the foundation of argument

5-8%

Use critical thinking skills and create criteria to evaluate print and non-print texts

9-21%

Respond to various literary genre 45-55%

Conventions of grammar and language

3-8%

Common Core - ELAReading for Literature

32-38%

Reading for Information

41-46%

Language 19-25%


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Types of Items

• Grades 3–8 ELA will consist of four-response-option multiple-choice items.

• NCEXTEND2 assessments will consist of three-response-option multiple‑choice items, technology-enhanced items, and constructed-response items.

• NCEXTEND1 ELA alternate assessments will consist of fifteen performance-based, multiple-choice items.


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Delivery ModeGrades 3–8 ELA assessment designed for a paper/pencil administration and may have an online administration option.

Grades 3–8 NCEXTEND2 ELA assessments will closely follow the weightings of the standards on the general assessments.

The NCEXTEND2 ELA assessments will be designed for online administrations. The NCEXTEND1 ELA assessments will be designed for paper/pencil administrations with online data entry by the assessor.


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English Language Arts High School

NCSCoS - ELA

Reflections and reactions to print and non-print

7%

Explain meaning, describe process, answer research questions

7%

Examine arguments and develop informed opinion

5%

Create and use standards to critique communication

18%

Demonstrate an understanding of a variety of genre

32%

Apply conventions of grammar and language

31%

Common Core - ELAReading for Literature

30-34%

Reading for Information

32-38%

Writing 14-18%

Language 14-18%


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Types of Items

• High School English II assessment will consist of four-response-option multiple-choice items, technology-enhanced items, and constructed-response items.

• NCEXTEND2 English II assessments will consist of three-response-option multiple‑choice items, technology-enhanced items, and constructed-response items.

• NCEXTEND1 ELA alternate assessments will consist of fifteen performance-based, multiple-choice items.


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Delivery Mode

The High School English II online administration will also be available in a paper/pencil version.

NCEXTEND2 English II assessment will closely follow the weightings of the standards on the general assessments.

NCEXTEND2 ELA assessments will be designed for online administrations. NCEXTEND1 ELA and High School English II assessments will be designed for paper/pencil administrations with online data entry by the assessor.


Three Shifts in Mathematics

Shift 1

Shift 2

Shift 3

Focus strongly where the standards focus

Coherencethink across grades and link to major topics within grades

Rigorrequire conceptual understanding, procedural skill and fluency, and application with intensity

Draft – March 2012. Check http://www.ncpublicschools.org/ready/


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http://www.ncpublicschools.org/ready/

Math Grades 3-5

NCSCoS - MathNumber and operations

20-40%

Measurement 10-15%

Geometry 10-30%

Data analysis and Probability

10-18%

Algebra 20-25%

Common Core - MathOperations and Algebraic Thinking

5-35%

Numbers and Operations in Base Ten

5-27%

Numbers and Operations -Fractions

20-52%

Measurement and Data

10-27%

Geometry 2-17%


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Item Type: Math•The Grades 3 and 4 mathematics assessments will consist of four-response-option multiple-choice items.

•The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and a maximum of eight gridded-response items requiring numerical responses.

• NCEXTEND2 assessments will consist of three-response-option multiple-choice items and gridded-response items.

•All CCSS mathematics assessments will include both calculator-active and calculator-inactive sections.

•One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items; approximately one-third of the high school assessments will be calculator inactive.

•The NCEXTEND1 mathematics alternate assessments will consist of fifteen performance-based, multiple-choice items.


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Math Grades 6-8

NCSCoS - MathNumbers and Operation

10-25%

Measurement 10-15%

Geometry 10-25%

Data Analysis and Probability

20-25%

Algebra 20-40%

Common Core - MathRatios and Proportional Relationships

7-27%

Number System 2-32%

Expressions and Equations

18-32%

Functions 22-27%

Geometry 17-30%

Statistics and Probability

7-20%


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Item Type: Math

•The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and a maximum of eight gridded-response items requiring numerical responses.



• One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items; approximately one-third of the high school assessments will be calculator inactive.



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Delivery Mode

Grades 3–8 assessments are designed for paper/pencil administrations and may have an online administration option.

The Algebra I/Integrated I is designed for an online administration but will also be available in a paper/pencil version.

NCEXTEND2 mathematics assessments will closely follow the weightings of the standards on the general assessments. The NCEXTEND2 mathematics assessments will be designed for online administrations.

NCEXTEND1 mathematics assessments will be designed for paper/pencil administrations with online data entry by the assessor.


Math High School

NCSCoS - AlgebraNumber and Operations

20-25%

Geometry and Measurement

10-15%

Data and Probability

30-35%

Algebra 35-40%

Common Core - MathNumber and Quantity

5-10%

Algebra 22-27%

Functions 35-40%

Geometry 10-15%

Statistics and Probability

15-20%


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Item Type: Math

•Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and a maximum of eight gridded-response items requiring numerical responses.



•Approximately one-third of the high school assessments will be calculator inactive.



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Delivery ModeThe Algebra I/Integrated I assessment is designed for an online administration but will also be available in a paper/pencil version.

NCEXTEND2 mathematics assessments will closely follow the weightings of the standards on the general assessments. The NCEXTEND2 mathematics assessments will be designed for online administrations.

NCEXTEND1 mathematics assessments will be designed for paper/pencil administrations with online data entry by the assessor.


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Science Grade 5

NCSCoS - ScienceInterdependence of plants and animals

25-30%

Landforms 20-25%

Weather and Climate

20-25%

Forces and Motion 25-30%

Essential Standards - Science

Forces and Motions 13-15%

Matter: Properties and Change

12-14%

Energy: Conservation and Transfer

11-13%

Earth Systems, Structures, and Processes

15-17%

Structures and Functions of Living Organism

14-16%

Ecosystems 14-16%

Evolution and Genetics 13-15%


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Science Grade 8

NCSCoS - ScienceScientific Inquiry 48-52%

Technological Design

28-32%

Investigations –Hydrospace

28-32%

Chemistry 25-30%

Evolution in Organisms and Landforms

20-25%

Cell Theory 8-12%

Microbiology 8-12%

Essential Standards - Science

Matter: Properties and Change

14-16%

Energy Conservation and Transfer

10-12%

Earth Systems, Structures, and Processes

13-15%

Earth History 11-13%

Structures and Function of Living Organisms

19-23%

Ecosystems 9-11%

Evolution and Genetics 11-13%

Molecular Biology 8-10%


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Biology High School

NCSCoS - BiologyScientific inquiry 28-32%

Physical, chemical, and cellular basis of life

25-30%

Continuity of life and the changes of organisms over time

30-35%

Unity and diversity of life 25-30%

Ecological relationships among organisms

15-20%

Essential Standards - Biology

Structure and Function of Living Organisms

18-22%

Ecosystems 18-22%

Evolution and Genetics

43-53%

Molecular Biology 15-19%


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Item Type•Grade 5, Grade 8, and biology assessments will consist of four-response-option multiple-choice items and technology-enhanced items.

•NCEXTEND2 assessments will consist of three-response-option multiple-choice items and technology-enhanced items.

•NCEXTEND1 alternate assessment will consist of fifteen performance-based multiple choice items.


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Delivery Mode

•Grade 5, Grade 8, and biology – designed for online administration but will have a paper/pencil version

•NCEXTEND2 – online administration

•NCEXTEND 1 - paper/pencil with online data entry by assessor


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K-12 Social Studies

Revised Bloom’s Taxonomy

• The use of a common taxonomy • (Revised Bloom’s or RBT)• Conceptually written standards• Strands• Provides the cognitive

framework used for all of the North Carolina Essential Standards

• Provides common language for all curriculum areas

• Use of one verb


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K-12


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Social Studies: Kindergarten – 5th Grade

• K-2: No major content changes

• 3rd Grade: Communities

• 4th Grade: North Carolina through Reconstruction (2009 General Assembly HB 1032 - Yearlong instruction on NC history and geography in the elementary grades)

• The focus of 5th grade has changed from a geographic study of the United States, Canada, Mexico and Central America to a historical study of the United States from pre-colonial times through Reconstruction.


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• 6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration

• 7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present

• 8th Grade: Parallel study of the United States and North Carolina (American Revolution – Present)

Social Studies: 6th - 8th Grades


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Social Studies: 9th – 12th Grades• World History addresses all time periods but the key focus is

1500s – present• Civics & Economics

– Integration of Personal Financial Literacy– Colonial History is moved back into the American History

course• Two American History courses

– Similar standards/objectives– American History I begins with the European exploration

of the New World and continues through the era of Reconstruction

– American History II begins at the end of the Reconstruction era and continues to present times


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The Common Core State Standard of

Text Complexity:

What does it really mean?How can we help make it happen?

Text Complexity—Appendix A Qualitative evaluation of the text

– Levels of meaning, structure, language conventionality and clarity, and knowledge demands

•Quantitative evaluation of the text– Readability measures and other scores of

text complexity•Matching reader to text and task

– Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)


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•K-12 texts have become easier; college texts have not.

•College textbooks, workplace texts, and newspapers are more demanding than materials used in 12th grade.

•Instruction with HS texts is heavily scaffolded while students are expected to read independently in college.

•The reading load in college is substantially more than what students typically experience in lower grades.


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Rationale for Text Complexity

New (Common Core State Standards) and Old (Lexiles) Quantitative Grade Bands

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-lexile-ranges/

Shift in Instruction

“. . . it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.”

Appendix A

Classroom implications of text complexity


CCSS Text Issues Highlights• CCSS intentionally do not offer reading list/s, but do

offer sample texts to help guide and inform• CCSS establish “staircase” of increasing

complexity to prepare students for college and career-level reading

• CCSS mandate certain critical types of content for all students including classic myths, foundational U.S. documents, seminal works of American literature, Shakespeare

• Students expected to read diverse array of classic and contemporary literature along with challenging informational texts in a range of subject areas


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Science

Essential Standards for K-12



ScienceNC Science Essential Standards Vertical Progression

PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference.

4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight.6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

Regional Wikispaces

Below are links to each regional resource page created by the NCDPI RttT PD Leads designed to share information and support the work of the district/charter PD teams. This information is shared and compiled as a result of the training sessions, individual virtual conferences, district/charter team meetings, and more that are held in each region. Please take advantage of these resources and feel free to contact the RttT PD Leads for additional information.


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Regional Wikispaces

• Region 1: http://region1rttt.ncdpi.wikispaces.net• Region 2: http://NCRegion2.ncdpi.wikispaces.net• Region 3: http://region3pd.ncdpi.wikispaces.net• Region 4: http://rt3region4.ncdpi.wikispaces.net• Region 5: http://ncregion5rttt.ncdpi.wikispaces.net• Region 6: http://region6pd.ncdpi.wikispaces.net• Region 7: http://rt3region7.ncdpi.wikispaces.net• Region 8: http://region8wnc.ncdpi.wikispaces.net


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http://region1rttt.ncdpi.wikispaces.net/

http://ncregion2.ncdpi.wikispaces.net/

Important to Know and Do…• Pay attention to new

objectives, pacing, unpacking documents, Cross-walks, and learning progressions.

• Limit following current textbooks and workbooks exclusively. Select and sort current materials to help pupils actively “dig” deeper in content.

• Identify “gaps” and supplement by grade-level/subject kits, materials, etc.

• Utilize DPI, district, and standard Smarter Balanced Common Core materials.

• Remember: Every teacher teaches READING and LITERACY.


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Common Core and Essential Standards Instructional Resources

• Common Core State Standards: Overview of the standards, which states have adopted, etc. http://www.corestandards.org/

• For grade-level materials: http://www.ncdpi.wikispaces.net/

• Common Core Resources listed and annotated: http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf

• Common Core: Contains units already written for K-12 ELA. Cost: $20 each to access K-5, 6-8, 9-12. http://commoncore.org/

• ELA Live Binders: Comprehensive overview of the ELA standards, produced by NCDPI. http://www.livebinders.com/play/play/297779


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Instructional Materials Cont’d:

•Science ESSENTIAL STANDARDS SUPPORT TOOLS include “Crosswalks” and Unpacked Content http://dpi.state.nc.us/acre/standards/support-tools/

•SCIENCE SHARP SCHOOL site - http://science.ncwiseowl.org/

•NC DPI WIKI for Collaborative Workspaces-http://scnces.ncdpi.wikispaces.net/


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Let’s Explore Together…

Find a partner, visit the presented links, and share other resources you have

found helpful!


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