Vertical Alignment Professional Development February 8, 2012Northern Vance High School
Where We’ve Been Introduction to Common Core/NC Essential Standards Changes in specific course objectives
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.
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)
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 Essential Standards for Visual ArtK.V.1.2: Create 2.V.1.4: 1.V.1.1: Identifyoriginal art that Understand tools, media and expresses characteristics of processes. ideas about the oneself. Elements of Art
3.V.2.3: Create 4.V.1.5: 5.V.2.2: Useart from realistic Understand how ideas and sources of the Principles of imagery from inspiration. Design work in the relation to each global other. environment as sources for creating art..
7.V.2.3: Create 8.V.1.3: Identify original art how the Elements 6.V.2.2: Use emphasizing of Artobservation skills and Principles of selected of the Design elements and immediate differentiate principles to movements, environment to express contemporary create original imagery. ideas or styles, and feelings. themes in art
B.V.2.2: I.V.1.4: P.V.3.2: A.V.2.1: Understand the Analyze Analyze the Create relationships images relationship original art inbetween sensory between media, response to through the awareness and processes, and artistic process of artistic result. problems. expression deconstruction
Compare your maps to the NC Essential Standards for Music K.MR.1.4: 1.MR.1.1: 2.MR.1.2: Illustrate Use corresponding Illustrate melodic different vocal movements or patterns,timbres by type actions to respond dynamics, and to prominent music forms characteristics
3.MR.1.2: 4.MR.1.4: 5.MR.1.1: Use musical Classify Interpret terminology instruments into throughwhen describing Western orchestral instruments music that is categories of wind, and/or voice the presented string, percussion, gestures of the aurally and brass conductor
6.MR.1.3: Identify criteria for 7.MR.1.2: Analyze evaluating aural musical 8.MR.1.1: Interpret performances, examples the gestures of acompositions, and representing diverse conductor whenmusical ideas and genres, styles, and singing or playing an apply the criteria instrument cultures, using in personal listening appropriate music and performing terminology
B.MR.1.3: Identify I.MR.1.1: P.MR.1.3: A.MR.1.2: criteria for Interpret the Critique Analyze evaluating gestures of a musical musical performances, performances works using conductor whencompositions, and and correct singing or musical compositions, music ideas playing an generating terminology instrument suggestions for improvement
HOW DID YOUR GROUP DO? Discuss your reactions and any misconceptions that you/your group may have had.
The Current DilemmaInch-deep Lengthy coverage reviewRe-teaching Definitionat next level of insanity
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)
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 Click here for instructions 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 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 essential?
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”
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
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 discussion forum 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’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
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 view Return to Activity Part 2