1. Vertical Alignment Professional Development February 8, 2012 Northern Vance High School*Please sit with teachers of the same content area as you.*
2. Where We’ve Been Introduction to Common Core/NC Essential Standards Changes in specific course objectives Develop Instructional Units
3. What’s Next Today’s Purpose To explore the vertical alignment ofinstruction and assessments to ensure that course expectations (2012-2013) areappropriately aligned to Common Core/NC Essential state standards.
4. 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 Reading Standards for Informational Text
5. 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
6. Activity: Building a Map• Have a group member share out the group’s progression map and discussions with the whole group
7. Compare your maps to the Common Core State Standards for English/Language Arts 2 K Identify the main 1 topic of a multi-Identify the front Ask and answer paragraph text cover, back questions about as well as the cover, and title key details in a focus of specific page of a book. text. paragraphs within the text.
8. 3 4 5 Compare and Explain how an Analyze multiple contrast the author uses accounts of the most important reasons and same event or points and key evidence to topic, noting details support importantpresented in two particular points similarities and texts on the in a text. differences in same topic. the point of view they represent.
9. 7 8 Analyze how Delineate and 6 two or more evaluate the Determine the argument and authors writingmeaning of words specific about and phrases claims in a the same topic text, assessing as they are used shape their whether thein a text, including figurative, presentations of reasoning is connotative, and key information sound and the technical by emphasizing evidence is meanings. different relevant and evidence or sufficient; recognize when advancing irrelevant different evidence is interpretations introduced. of facts.
10. 11/12 Determine the 11/12 9/10 meaning of words Cite strong and thorough Analyze seminal and phrases as textual evidence toU.S. documents of they are used in a support analysis of what historical and text, including the text literary says explicitly as well as figurative, inferences drawn from significance connotative, and the text, including technical determining meanings; analyze where the text leaves matters uncertain. how an author uses and refines the meaning of a key term or terms over the course of a text
11. HOW DID YOUR GROUP DO? Discuss your reactions and any misconceptions that you/your group may have had.
12. The Current DilemmaInch-deep Lengthy coverage reviewRe-teaching Definitionat next level of insanity
13. The Solution VERTICAL ALIGNMENT Establishing and/or recognizing the scope and sequence of course content to ensure…DAILY instructional An appropriate Unnecessary activities/lessons amount of time is repetitions areare aligned to state devoted to removed standards instruction Gaps are Assessments are indentified appropriate (Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994; Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)
14. 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
15. 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
16. 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 levels Any 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
17. Power Standards Refer back to the fourth question onCourse Reflection sheet – “What do youwish you could give your students more of?” Your response to that prompt wereprobably items considered as “power standards”
18. Not intended to undermine CCSS/NCES Power Standards Emphasis on are… “those standards that, once Idealism enduring vs. Realismunderstanding mastered, give a student the ability to use reasoning and thinking skills to learn and understand other Marzano’s Prioritization Instructional curriculum NOT Strategies objectives Elimination
19. 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
20. 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 discussion forum Power Standards; we will refer to these standards along with our major concepts in our next session
21. 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
22. Before you GO…To submit an evaluation on today’sprofessional development session: •Return to the 1:1 Professional Development VCS Moodle http://moodle.vcs.k12.nc/moodle •Under the EVALUATION topic, select “Professional Development *Hard copies are available for those without (Feb. 8, 2012) EVALUATION” laptops/internet connection
23. 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
24. 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 view Return to Activity Part 2