Upload
elisabeth-spires
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
UNDERSTANDING THE STANDARDS IN CTEWITH FOCUS ON LITERACY
H E L E N A R N E T T
C T E I N S T R U C T I O N A L S P E C I A L I S T
F E B R U A R Y 2 0 , 2 0 1 2
ACRE
North Carolina's Accountability and Curriculum Reform Effort - is the state's comprehensive initiative to redefine the Standard Course of Study for K-12 students, the student assessment program and the school accountability model.
COMMON CORE AND ESSENTIAL STANDARDS
NEXT YEAR (2012-2013) ALL PUBLIC SCHOOLS IN NORTH CAROLINA WILL TRANSITION FROM THE STANDARD COURSE OF STUDY TO THE COMMON CORE STATE STANDARDS (CCSS) AND THE NORTH CAROLINA ESSENTIAL STANDARDS (NCES).
DESIRED OUTCOMES
Review NHCS professional development timeline for 2011-2012
Review SessionsReview TerminologyIdentify Literacy and Writing Essential
Standards with specific curriculumResources
OVERVIEW
Session 1 provided the background information for the transition to Common Core and Essential Standards. It also contained the professional development timeline for Year 1.
COMMON CORE AND ESSENTIAL STANDARDS
Session 2 was comprised of content-specific reviews of the Common Core and Essential Standards led by the Instructional Services Team.
Session 3, Call for Change, helped everyone understand the evolution of the new standards and assessments. It also provided guidance into accessing instructional resources developed by DPI.
Call for Change
Certificate of Completion
RBT
Session 4 included the module, Revised Bloom’s Taxonomy. NCDPI developed the Essential Standards using these levels of thinking.
Certificate of Completion
LITERACY IN THE CONTENT AREAS
Session 5, Literacy in the Content Areas, examined the impact of the Common Core Content Literacy standards on all curricular areas.
Session 6, NC Professional Teaching Standards, took an in-depth look at how the standards relate to the new evaluation tool.
Certificate of Completion
PROFESSIONAL TEACHING STANDARDS
LEARNING TARGETS AND CRITERIA FOR SUCCESS
Session 7, Learning Targets, contained a module from NC FALCON that helped teachers identify what students should learn.
Certificate of Completion
COLLECTING AND DOCUMENTING EVIDENCES
Session 8, Collecting and Documenting Evidences, contained a NC FALCON module that helped teachers know what to look for when determining success.
Certificate of Completion
UNDERSTANDING THE STANDARDS
Session 9, The Standards, will be specific to each content area and led by the Instructional Services Team.
Certificate of Completion
TERMINOLOGY
ACRE - North Carolina's Accountability and Curriculum Reform Effort - comprehensive initiative to redefine the Standard Course of Study for K-12 students, the student assessment program and the school accountability model.
Common Core - provides a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
TERMINOLOGY CONTINUED
Essential Standards - The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction.
Crosswalk - simply: "A crosswalk links two or more different classification systems."
Strand - A strand is a consistent thread running through a course irrespective of its subject content
Anchor Statement - further defines what students should understand ... standard to support the broad college and career ready standards statement.
INTEGRATION NOT ISOLATION
Keep in mind that English Language Development, Guidance, and Information and Technology Essential Standards must be delivered through ALL content areas. It is also the responsibility of ALL teachers to ensure that they are working with AIG, EC, and ESL teachers to deliver the appropriate services and standards for students.
K-12 College and Career Readiness (CCR) Anchor Standards Over-arching (broad) anchor standards
for each strand that are further defined by grade-specific standards
Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high
school Four strands: Reading, Writing,
Speaking and Listening, and Language
Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Todays Activity
Part 1 – Distribute: Standards for Literacy Document
How to read the document and label reading and writing
STANDARDS FOR LITERACY DOCUMENT
How to identify grade-specific Reading StrategiesExample: RL. 9 – 10.1Strand: Key Ideas and DetailsGrade Span: ( 9-10 )Standard Number: 1• Cite specific textural evidence to
support analysis of science and technical texts, attending to the precise details of explanations or descriptions
LOOKING DEEPER: CCR ANCHOR STANDARD FOR READING
Integration of Knowledge and Ideas Text RI. 7
1. Mark/highlight the changes to the standard at each grade level, looking for what is different.
2. Focus on how expectations change
STANDARDS FOR LITERACY DOCUMENT
How to identify grade-specific Writing StrategiesExample: W. 9 – 10.1Strand: WritingGrade Span: ( 9-10 )Standard Number: 1.e• Provide a concluding statement or
section that follows from or supports the argument presented.
How to identify grade-specific Writing Strategies
Example: W. 10 - 12 Strand: WritingGrade Span: ( 10 - 12 )Standard Number: 2.c• Used varied transitions and sentence
structures to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
TODAY’S ACTIVITIESPart 2: Break into groups by Blueprints and Curriculum
Should have with you :BlueprintCurriculum GuideHighlighterPen/pencil
Distribute blueprints for specific areas and generic onesIdentify ways that you intergrade Reading and Writing
RESOURCES
Interpretation of Columns on the NCDPI Adapted CTE Course
Blueprint
Common Core Standards
COMMON CORE STATE AND NC ESSENTIAL STANDARDS