drafts of the north carolina essential standards globally competitive students committee august,...
TRANSCRIPT
Drafts of the North Carolina Essential Standards
Globally Competitive Students CommitteeAugust, 2009
i. Back-story
ii. Conceptual development
{5 min}
{10 min}
iii. Writing the Essential Standards
iv. Feedback and trends{15 min}
v. Next generation and the Race to the Top
{30 min}
{10 min}
w/ the Revised Bloom’s Taxonomy
i. Back-story
NCDPI’s Response to Framework For Change
SBE’s Framework For Change
Blue Ribbon Commission Report
Vision into Mandate
Essential Standards
Assessments
Accountability
i. Back-story A Simple Vision from October 2008
i. Back-story Subjects Drafted
►Occupational Course of Study
►Mathematics K-12
►Information and Technology Skills
►English II
Math K - 8 Math A & B/C Higher-Level Math
Integrated standards kindergarten through 12th grade chunked K-2, 3-5, 6-8, 9-12
English I-IVIntro to Math • Algebra • Financial Management
Applied Science
i. Back-story Writing Teams
Teachers Higher Ed AccountabilityStaff
EC & CurriculumStaff
School Readiness Staff
External Business
Instructional Coaches
Curriculum Directors
Administrators
ii. Conceptual development Mission
Our Goal:
NC public schools will produce globally competitive students.
The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.
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ii. Conceptual development Principles and Filters
• Enduring
• Measurable
• Clear and Concise
• Prioritized and Focused
• Rigorous
• Relevant to the Real World
Criteria Filters CourseGeneralized goals Examples and processes to
achieve criteriaStudent Outcomes
Ass
ess
me
nt P
roto
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s
iii. Writing the Essential Standards
Writing The Essential Standards
w/ the Revised Bloom’s Taxonomy
National and International Standards
Mathematics K-12 Standards Frameworks• Achieve Mathematics Benchmarks
• College Board Standards for College Success
• National Council of Teachers of Mathematics Principles and Standards for School Mathematics
• National Council of Teachers of Mathematics Curriculum Focal Points for Pre-Kindergarten Through Grade 8 Mathematics
• Singapore Mathematics
• English Translation of the Japanese Mathematics Curricula in the Course of Study
Assessment Frameworks• Programme for International Student Assessment
(PISA)
• Trends in International Mathematics and Science Study (TIMSS)
• National Assessment of Educational Progress (NAEP)
Achieve
College Board
NCTM
Focal Points
Singapore & Japan
TIMSS
PISA
NAEP
iii. Writing the Essential Standards
English II Standards Frameworks• Writing Framework and Specifications for the 2007
National Assessment of Educational Progress
• Reading Framework for the 2009 National Assessment of Educational Progress
• American Diploma Project English Benchmarks
• National Council of Teachers of English (NCTE) and the International Reading Association ( IRA) Standards for the English Language Arts
NAEP
National Council of Teachers of English
International Reading Association
iii. Writing the Essential StandardsNational and
International Standards
Standards Frameworks• Math Benchmarks
• ELA Benchmarks
• No Child Left Behind
• IDEA
• Jump Start National Standards for Financial Education
• Family Economics and Financial Education (FEFE)
Math Benchmarks
English Benchmarks
NCLB
IDEA
Jump Start
Occupational Course of Study
iii. Writing the Essential Standards
FEFE
National and International Standards
Information and Technology Skills
Standards Frameworks• American Association of
School Librarians Standards for the 21st-Century Learner
• International Society for Technology in Education Standards for Students
• Partnership for 21st Century Skills Framework
AASLStandards for the
21st-Century Learner
ISTENational Educational Technology
Standards for Students
iii. Writing the Essential Standards
21st Century Skills
National and International Standards
ES
ES ES
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Course
iii. Writing the Essential Standards
The Essential Standard is the organizing unit.
Essential Standard
Revised Bloom’s Taxonomy is a taxonomy of both cognitive process
and knowledge.
iii. Writing the Essential StandardsRevised Bloom’s
Taxonomy
The student will interpret data from statistical investigations presented in tables and bar graphs.
Subject Verb Object
The StudentCognitiveProcess
Knowledge
Essential Standards take the following form...
Example
iii. Writing the Essential StandardsRevised Bloom’s
Taxonomy
Factual
Conceptual
Procedural
Meta-Cognitive
Rem
embe
r
Und
erst
and
App
ly
Ana
lyze
Eva
luat
e
Cre
ate
The Cognitive Process Dimension
The Knowledge Dimension
iii. Writing the Essential StandardsRevised Bloom’s
Taxonomy
Cognitive Process
The Cognitive Processes (or verbs) in the RBT have very specific meanings.
Implementing requires adjusting a process to a new situation
Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy)
Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples)
For Example:
iii. Writing the Essential StandardsRevised Bloom’s
Taxonomy
iii. Writing the Essential Standards
The RBT helps in achieving key goals:
Depth
Focus
One Taxonomy
Precise Language for PD
Revised Bloom’sTaxonomy
Clarifying Objectivesiii. Writing the Essential Standards
Clarifying Objectives
Clarifying Objectives
Clarifying Objectives Essential
Standard
Understand the value of whole numbers and decimal representations from 0.01 to 100,000.
4.N.3
ExampleRepresent whole numbers and decimals using models, words and numbers (symbolic).
Compare sets of two to six numbers, arranging them from least to greatest or greatest to least.
Illustrate the place value structure of decimals and whole numbers when multiplying and dividing by 10.
Assessment Prototypesiii. Writing the Essential Standards
Essential Standard
Prototypical Assessment
Prototypical Assessment
Classroom
EOC-EOG
Written with measurement in mind.
New and Better Specificsiii. Writing the Essential Standards
O Occupational Course of Study
O Mathematics K-12
O Information and Technology Skills
O English II
► Development of themes, concepts and skills over time► Key organizing ideas at each grade level► Math A and BC
► K-12 Information Skills and K-12 Computer Skill combined ► Narrowed focus on a very limited number of key concepts
► Algebra I course added ► Creation of a new Financial Management course
► Focused and more concise ► Alignment with 21st century content and skills
Course
Support resources specific to course or subject
Support resources aligned to specific Essential Standards
What’s New and Why is it better for students?Crosswalk between old standards and new standardsMastery Tracking SheetsGuides for using textbooks and resources with ES
Essential Standards
Prototypical Assessments Classroom
Prototypical Assessments EOC-EOG
Benchmark/Interim Assessment Tool
Applying Revised Bloom’s TaxonomyUnit Plans
Supporting and Instructional Objectives (unpacking)Resource ListsReleased Forms of EOC/EOGsVertical Alignment Tools and Pre-requisite Skills
General Teaching Tools
Revised Bloom’s Taxonomy PD
21st Century SkillsFormative Assessment Modules
Uniform tools for all subject areas
Extended Content Standards
Instructional Support Toolkit {Draft}iii. Writing the Essential Standards
From Oct 08…
ACRE Principlesiv. Feedback and trends
Transparency
Alignment Measuring Our Success
Stakeholder Involvement
Three primary meansfor involvement…
Stakeholder Involvementiv. Feedback and trends
IndividualPublic
Comment
Writing Teams
LEA Collaborative
Feedback
StructuredBusinessFeedback
Totals:
From the individual/business surveyOn writing/review teams Collaborative LEA Feedback
4447165
~7500
~12,112 stakeholders
iv. Feedback and trends Stakeholder Involvement
All feedback was read and considered. Much of it improved
the current drafts.
Key Discussion Topics from Feedbackiv. Feedback and trends
• Too much rigor (particularly in the OCS)
• Scope of science
• Specificity of standards
• Understanding of Revised Bloom’s Taxonomy
• Teacher capacity with content changes
Key Discussion Topics from Feedbackiv. Feedback and trends
$BudgetImplications
What additional information do you need to make a confident vote on these
draft standards?
► Details and trends from field feedback► New, Better and Different statements for subjects► National and International filters matrices► Drafted assessment prototypes
North Carolina’s Mandates
“Essential”
“Narrow“
“Deep“
“Rigorous + Relevant“
“Readiness for College and
Career“
Race to the Top
“Essential”
”Fewer, Higher, Clearer”
”Focused”
“Enduring“
“Measurable“
“Clear and Concise”
“Prioritized and Focused”
”Rigorous”
”Readiness for College and Career”
The common core and the Draft Essential Standards use the same adjectives
v. Next generationNext generation
and the Race to the Top
The work of the Blue Ribbon Commission, Framework for Change and ACRE is aligned to the RTTT assurances.
Improved Data Systems
Support for Low-performing
Schools
Teacher Effectiveness
Standards and Assessments
RTTT Assurances
Summative
Essential Standards
Benchmark
Formative Assessment
Race to the Top Assurancesv. Next generation
Summative (Statewide)
Essential Standards
Benchmark (Classroom, School,
District)
Formative Assessment(Classroom)
Will inform and reflect the common core work
Apply for $350 million assessment grant.
From Smart Options:“Develop local data systems with formative, interim, and benchmarkassessment data....”
Growth Achievement (EOCs and EOGs)
K-12
ACRE and The Race to the Topv. Next generation
Common CoreTime Line
August 2009
Common Core Standards (ELA and Math) for College and Career ReadinessDRAFTED
Sept 2009
Common Core Standards (ELA and Math) for College and Career ReadinessVALIDATED
Dec2009
Common Core Standards (ELA and Math) for K-12DRAFTED
Jan2010
Common Core Standards (ELA and Math) for K-12VALIDATED
Early2010
States submit timeline and process for adoption
v. Next generation