Vertical AlignmentProfessional Development

February 8, 2012Northern Vance High School

*Please sit with teachers of the same content area as

you.*

Where We’ve BeenIntroduction to Common Core/NC Essential

Standards

Changes in specific course objectives

Use of Bloom’s Taxonomy

Five Strands

Conceptual Focus

What’s Next

Today’s PurposeTo explore the vertical alignment of

instruction and assessments to ensure that course expectations (2012-2013) are appropriately aligned to Common

Core/NC Essential state standards.

Activity: Building a Map• In two separate groups, remove the content of the envelope and place them on the table so that all members can read its statements

•Discuss what statements should be learned and/or mastered at each grade band (K-2, 3-5, 6-8 and 9-12) in regards to the History Strand

Activity: Building a Map•Have one group member keep notes of the conversations and/or questions that arise

•Once a group consensus has been made, arrange them on the table under the appropriate grade band

•Make note of how one statement may contribute to the understanding of another

Activity: Building a Map

•Have a group member share out the group’s progression map and discussions with the whole group

Compare your maps to the NC Social Studies Essential Standards

K-2 Standards

K.H.1.3. Explain the impact of how life

events bring change

1.H.1.3. Explain why

national holidays are celebrated

2.H.1.3. Compare various

interpretations of the same time period

using evidence such

asphotographs

and interviews.

3-5 Standards

3.H.2.2. Explain how

multiple perspectives are portrayed

through historical

narratives.

4.H.1.4. Analyze North

Carolina’s role in major conflicts and

wars from the Pre-Colonial

period through

Reconstruction.

5.H.2.1 Summarize

the contributions

of the “Founding Fathers” to

the development

of our country.

6-8 Standards

6.H.2.3. Explain how innovation

and/or technology

transformedcivilizations, societies and regions over

time

7.H.2.4.Analyze the

economic, political, and

social impacts ofdisease

8.H.3.4.Compare historical and contemporary

issues tounderstand

continuity and change in the

development of North Carolina and the United

States.

9-12 Standards

WH.2.5.Analyze the

development and growth of major Eastern and Western

religions

AH1.H.8.3. Evaluate the

extent to which a

variety of groups and individuals have had

opportunity to attain their perception of

the “American

Dream” through

Reconstruction

AH2.H.5.1.Summarize how the

philosophical, ideological and/or religious views on

freedom and equality

contributed to the development of

American political and economic systems since

Reconstruction

HOW DID YOUR GROUP DO?

Discuss your reactions and any misconceptions that you/your group may have had.

Inch-deep

coverage

Lengthy

review

Definition of

insanity

Re-teaching at next level

The Current Dilemma

DAILY instructional

activities/lessons are aligned to state standards

The Solution

(Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994; Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)

VERTICAL ALIGNMENTEstablishing and/or recognizing the scope and sequence

of course content to ensure…

An appropriate amount of time is devoted to instruction

Unnecessary repetitions are

removed

Gaps are indentified

Assessments are appropriate

Activity: Course Reflection

• Independently answer the four reflection questions on the front side of the handout provided

• Share your responses with members of your content area

Common Core/NC Essential Standards Correlation

• On the back side of the handout provided, complete the first three columns based on your input on the front side

• For the Common Core/NC Essential Standards Correlation column, search your new standards for those major concepts/skills; provide the objective number and a brief description of all occurrences

Instructions on Locating YOUR Standards

PLEASE PAY CLOSE ATTENTION TO THE DETAILS AND VOCABULARY OF THE STANDARDS; not intended to be new wording for old ways of

doing things!

Common Core/NC Essential Standards Correlation cont.

• Share your table with members of your content area

• Have one member compile an electronic group response; upload it to the Moodle forum Major Course Concepts (click here for instructions)

• Have a whole-group discussion on the common/major ideas

Things to Discuss (should include but not limited to): Concepts/Skills learned at lower levels that should lend themselves to major concepts in upper levelsAny repetition of course concepts/skills The amount of time spent on concepts/skills identified as strengths and weaknesses What topics/skills are nice to know as opposed to what is essential?

Power StandardsRefer back to the fourth question on Course Reflection sheet – “What do

you wish you could give your students more of?”

Your response to that prompt were probably items considered

as “power standards”

Power Standards are… “those

standards that, once mastered, give a student

the ability to use reasoning and

thinking skills to learn and

understand other curriculum objectives

Not intended to undermine CCSS/NCES

Idealism vs.

Realism

PrioritizationNOT

Elimination

Marzano’s Instruction

al Strategies

Emphasis on enduring

understanding

Power Standards CriteriaPower Standards help teachers focus and prioritize what is most important for students to know and be able to do in the

time available for teaching and learning. Three criteria of PS:

Readiness for Further Study: Students should have an opportunity to master skills, concepts and processes that will provide the necessary foundation for being successful in their studies.

Leverage: Students should study skills, concepts and processes that have wide applicability to other areas of study.

Endurance: Students should study skills, concepts and processes that they will likely draw on throughout their lives.

What are YOUR Power Standards? What will you provide your students with to

ensure success – in your class, in their next level class and so on (leverage, readiness for next levels of learning), in life (endurance), and on your final/state exam under the new curriculum?

Post your response on the Moodle discussionforum Power Standards; we will refer to these standards along with our major concepts in our next session

Where We’re Going On next/last early release session will be

on Wednesday, March 21 at Northern

We will begin Unit/Assessment Planning and Locating Resources

There will be two days of Common Core/NC Essential Standards training for core teachers this summer – Dates TBA

Before you GO…

To submit an evaluation on today’s professional

development session:

• Return to the 1:1 Professional Development

VCS Moodle http://moodle.vcs.k12.nc/moodle

• Under the EVALUATION topic, select

“Professional Development (Feb. 8, 2012) EVALUATION”

*Hard copies are available for those

without laptops/internet

connection

Instructions Go to the VCS Moodle site

Click on Instructional Technology from the Course Categories

Click on 1:1 Professional Development VCS

Under today’s section, open the Word document Major Course Concept

Complete the table based on the input provided by your group members; SAVE the document

Return to the Moodle and attach the file to the forum Major Course Concept

Return to Activity

Locating YOUR Standards Go to the VCS Moodle site

Click on Instructional Technology from the Course Categories

Click on Common Core & NC Essential

Standards

Locate your content area

Select the document that

you wish to viewReturn to Activity Part

2