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