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# New standards an overview

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• This lists the standards and how they are divided - a good reminder
• These address thewhy behind our teaching. We need to be moving our instruction up the pyramid and addressing 21st century skills
• Discussion: How does school help prepare students for 21st century life (look @ Nicky)
• The CCSS for Mathematics are divided into two equally important parts. The first part is the Standards for Mathematical Practice. These standards describe the characteristics and habits of mind that all students who are mathematically proficient should be able to exhibit. The practice standards are the same for both elementary and secondary levels, providing a coherent vision to be applied to the teaching and learning of the second part of the CCSS for mathematics, the mathematical content standards. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
• Here is an example showing the introduction to the Functions domain. The introduction gives key insights to the development of this conceptual category.
• For all grade levels, the content is organized into domains, clusters, and standards. Each standard defines what a student should understand and be able to do. Clusters group together a set of related standards. In this example, the standards related to rational exponents are grouped together. Domains are larger groups of related standards. In this case, standards related to the real number system are grouped together. Note that not all of the standards for the Real Number System are shown here.
• The content standards are very tightly aligned K-12. From this chart, we can see how each level builds on the previous one. At the high school level, modeling is infused throughout all domains as indicated in the chart.
• Each Arts discipline has a set of strands that provide common threads of understanding cutting across all grade levels. Although there are some overlaps with the strands, each discipline’s strands are treated uniquely within the Essential Standards for that discipline.
•  The essential standards in the arts pay close attention to vertical alignment. Elementary students explore basic skills so that, at the middle level, they can begin to manipulate movement phrases and make interdisciplinary connections. At the high school level, students should be able to create dances using selected dance elements, choreographic principles, and production elements to communicate a significant work of art. You can see this level of expertise in a performance but you should see this level of advanced art creation in any music, theatre, dance or visual art classroom.
• WLES=World Language Essential Standards
• ACTFL=American Council on the Teaching of Foreign Languages
• The whole language approach helps students acquire a language for purposeful communication rather than a grammar approach which supports learning about a language for comparison purposes and memorizing useful words and phrases for transfer of knowledge. In order to process language for understanding, use of natural conversation instead of a focus on grammar helps build this capacity. Thematic centers provide a context for student involvement in using the language which scaffolds comprehension. When a learner can cope with real world challenges that do not follow a prescribed dialogue, then this is a demonstration of real understanding. Relegating all learning to a single cue elicits a single response does not lead to advanced proficiencies.
• Building proficiency means developing and supporting communication skills. Learning tasks should be challenging to students so that they stretch to meet the expectations. Scaffolding like this comes from the difficulty of the tasks, not a textbook. Textbooks are resources only. With the access that technology gives us to authentic texts, realia like current newspapers and music, and other media, there are many resources that can be used in world language programs that weren’t even available five years ago.Research has shown the benefits of this approach, and, especially with authentic texts and media from cultures that use the target language, a greater level of comprehension is achievable than if a student works with simplified materials. Viewing realia in our multimedia world also helps students learn grammar contextually, provides them with cultural information and, ultimately, leads to advanced level proficiency skills.
• Don’t refer to practices by the number but by the practice
• ### New standards an overview

1. 1. Understanding the New Standards Administrator Training March 12, 2012 Training Adapted by Thomas R. Feller, Jr.
2. 2. Common Core Essential StandardsEnglish Language Arts Social Studies Mathematics Science CTE ESL Arts World Languages Healthful Living Exceptional Children Instructional Technology
3. 3. Communication Collaboration Connections CreativityRevised Bloom’s Taxonomy
4. 4. Why am Ilearning these facts? Solar Highways
5. 5. Standards for Mathematical Practice1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
6. 6. Introduction of Conceptual Categories
7. 7. Overviewof Conceptual Categories Mathematical Practices
8. 8. Design and Organization  Standards define what students should understand and be able to do  Clusters are groups of related Domain standardsStandard  Domains are larger groups that progress across grades Cluster
9. 9. K 1 2 3 4 5 6 7 8 9-12 Counting andCardinality Operations and Operations and Expressions and Algebraic Algebra Algebraic Thinking Equations Thinking Number &Number & Operations Operations Number and The Number System Modeling in Base Ten Base Ten Quantity Fractions MeasurementMeasurement and Data and Data Geometry Geometry Geometry Geometry Statistics and Statistics and Probability Probability Ratio and Proportional Functions Functions Relationships
10. 10. Let’s look at the standards!
11. 11. English Language ArtsFour Strands: •Reading: Literature RL Informational Texts RI •Writing W •Speaking and Listening SL •Language L
12. 12. Shifts in ELA/Literacy• Shift 1 PK-5 Balancing Texts• Shift 2 6-12 Knowledge in the Disciplines• Shift 3 Staircase of Complexity• Shift 4 Text-based Answers• Shift 5 Writing from Sources• Shift 6 Academic Vocabulary
13. 13. Let’s look at the standards!
14. 14. Essential Standards are:• Skills, understandings and learning experiences mastered at each level to move to the next level• “Must Have" goals of the curriculum• Focused on higher-order knowledge and skills all students should master• Resolution to the "inch-deep, mile-wide" concern about the current SCOS• Assurance that every student learns essential content and skills for the 21st Century• Assessed in the classroom via formative, benchmark/interim, and summative assessments.
15. 15. NEW! Healthful Living StrandsHEALTH EDUCATION PHYSICAL EDUCATIONMEH – Mental & Emotional Health MS – Motor SkillPCH – Personal & Consumer Health MC – Movement ConceptsICR – Interpersonal Communications & HF – Health-Related FitnessRelationshipsNPA – Nutrition & Physical Activity PR – Personal & Social ResponsibilityATOD – Alcohol, Tobacco & Other Drugs
16. 16. KEYCrosswalks: A comparison of 2006 to 2012 Grade Level & Content New Standards Soon to be OLD Standards
17. 17. Unpacking Tools CHART
18. 18. Let’s look at the standards!
19. 19. Arts: Comparing StrandsDANCE MUSIC THEATRE ARTS VISUAL ARTSCreation and Musical Literacy (ML) Communication (C) Visual Literacy (V)Performance (CP)Dance Movement Musical Response Analysis (A) Contextual RelevancySkills (DM) (MR) (CX)Responding (R) Contextual Relevancy Aesthetics (AE) Critical Response (CR) (CR)Connecting (C) Culture (CU)
20. 20. Music CrosswalksAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.NC Essential Standards (2010) National Standards for Music Education (1994)ML1: Apply the elements of music and musical techniques (1) Singing, alone and with others, a varied repertoire of in order to sing and play music with accuracy and music expression. (2) Performing on instruments, alone and with others, a varied repertoire of musicML2: Interpret the sound and symbol systems of music. (5) Reading and notating musicML3: Create music using a variety of sound and notational (1) Improvising melodies, variations, and sources. accompaniments (2) Composing and arranging music within specified guidelinesMR1: Understand the interacting elements to respond to (1) Listening to, analyzing, and describing music music and music performances. (7) Evaluating music and music performancesCR1: Understand global, interdisciplinary, and 21st century (8) Understanding relationships between music, the other connections with music. arts, and disciplines outside the arts (9) Understanding music in relation to history and culture
21. 21. Sequencing Activity High K-2 3-5 6-8 School Make Organize Choreograph aestheticRecognize phrases into to choices and and use simple dance Communicate Perform forelements Intent sequences Social Significance
22. 22. Let’s look at the standards!
23. 23. Philosophy behind WLES• Communication is central to human nature• Technology brings the world closer together• Language learning is essential for global citizens –Leads to insights into culture –Makes interdisciplinary connections –Builds proficiency for a multilingual world
24. 24. Proficiency Organization based on ACTFL GuidelinesThe new Essential Standards arebased on language proficiencyrather than on Levels (e.g., SpanishI, French III, etc.).
25. 25. Building ProficiencyCommunicative Contexts for Transfer – Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997) – Natural conversation focus (Toth, 2004) – Thematic center to support comprehension (Curtain and Dahlberg, 2004) – Real world, ambiguous challenges (Wiggins and McTighe, 2005)
26. 26. Building ProficiencySupporting Communication Skills – Difficulty comes from learning tasks, not textbook (Terry, 1998) – Use of authentic texts and other media (Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005) – More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987) – Viewing helps students learn grammar, advanced-level proficiency skills and cultural information (Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999)
27. 27. Let’s look at the standards!
28. 28. High School Social Studies• New Essential Standards• K-12 Strands• Conceptual versus factual• Common Core Reading & Writing Literacy Strands
29. 29. New Graduation RequirementsFreshmen who enter high school in 2012-13 will be required to pass:• World History• American History I• American History II• Civics & Economics
30. 30. Shifts in the Curriculum• Colonial Period in American History moved from Civics & Economics to American History• Significant Personal Financial Literacy unit added to Civics & Economics
31. 31. Shifts in the Curriculum – Cont’d• American History divided into two courses: – American History I – Colonial to Reconstruction – American History II – End of Reconstruction to the present• World History – focus on mid-15th Century to the present
32. 32. Let’s look at the standards!
33. 33. Science Essential Standards• The process of inquiry, experimentation, and technological design should be taught in conjunction with the core concepts. Inquiry Technological Experimentation Design Understanding the Content
34. 34. Let’s look at the standards!
35. 35. Embedded Standards
36. 36. K-12 Literacy• Shared responsibility across school• K-12 ELA Anchor Standards• Grades K-5: apply ELA across subjects• Grades 6-12: more discipline-specific (ELA and History/Social Studies, Science, & Technical Subjects) History/Social Studies Science & Technical Subjects 10 reading 10 reading 10 writing
37. 37. Features of 6-12 Standards• Focus on discipline-specific vocabulary• Acknowledgement of unique text structures• Expectation for reading and writing in non-ELA classrooms• Expectation for development of informational/ technical writing skills• Focus on critical analysis and evidence• Does not replace Essential Standards
38. 38. Sample Grade 9-10 StandardANCHOR STANDARD History/Social Studies Science & Technical (Reading) Subjects3. Analyze how RH.9-10.3. Analyze in RST.9-10.3. Followand why detail a series of precisely a complex events described in a multistep procedureindividuals, text; determine when carrying outevents, and ideas whether earlier experiments, takingdevelop and events caused later measurements, orinteract over the ones or simply performing technicalcourse of a text. preceded them. tasks, attending to special cases or exceptions defined in the text.
39. 39. Sources for ITES Standards
40. 40. Let’s look at the standards!
41. 41. Where Do We Go From Here?
42. 42. ReflectionWhere do you see studentssuccessfully demonstrating allattributes in your building?Where do you need to spend moreenergy?How can Academics support you torealize this in your building?(Share with shoulder buddy)
43. 43. Understanding the New Standards Administrator Training March 12, 2012 Training Adapted by Thomas R. Feller, Jr.