What

I am

Looking

For..

…what it looks like in the

classroom…

Beverly G. Vance, M. Ed.

Section Chief, K-12 Science

Standards, Curriculum & Instruction Division

NC Department of Public Instruction

Understanding and Aligning

Standards, Curriculum & Instruction

We Are

Learning To…

Creating Student Friendly Classrooms… Changing Teacher Practice

Changing Student Outcomes

Session Objectives:✓ Share Standards Updates from NCDPI✓ Collaborate to Develop an Understanding of

Standards and Alignment✓ Provide Opportunities to Align Nonformal

resources with NCDPI K-12 Standard Courses of Study

✓ Engage with Colleagues to Plan Next Steps

We Are

Learning To…

Today’s Agenda

10:00 – 10:30 Welcome & Updates10:30 – 11:30 Understanding the Standards11:00 – 12:00 Observing Models of Alignment12:00 – 1:00 [LUNCH ~ On Your Own]

1:00 – 2:30 Aligning Your Resources &Homebase

2:30 – 3:00 Planning for Next Steps

So what’s new @NCDPI?ESSA; New Standards in

ELA & Math

No timeline established for revisingremaining standards.

Follow the story on the front page.

www.ncpublicschools.orgwww.ncpublicschools.org

Where can I find the NCDPI Standards?Locate “Departments”,

Click on K-12 Standards

Locate the content area in the left toolbar.

The Structure of Curriculum

Learning Experiences/Activities

Materials and Equipment

• Curriculum• Identifies Critical Expectations

• Instruction• Defines Essential Outcomes

• Presents Relevant Information

• Develops Understanding

• Assessment• Reveals Students’ Achieved Skills

• Formative Assessment

• Summative Assessment

Dimensions of Curriculum:three distinct components

The Department of Public Instruction Deploys

STANDARDS

The District Develops

LOCAL CURRICULUM

The Teachers Design

INSTRUCTION

Curriculum is a Shared Responsibility

STANDARDS

Define the knowledge and skills students should have within their K-12 education careers to prepare them for higher education or work.

What

I am

Looking

For..

What I am

Looking For..

We Are

Learning To…What I Am Looking For…

Define the knowledge and skills students should have within their K-

12 education careers to prepare them for higher education or work.

STANDARDSWhat

I am

Looking

For..

LOCAL CURRICULUM

• Articulates district expectations regarding scope, sequence, and achievement benchmarks for each content area

• Local Curriculum may have a variety of components: • Clear Learning Objectives

• Instructional Calendars and Timeline

• Context and Cognitive Type Expectations

• Local Assessments and Benchmarking

• Local Rubrics and Scoring Guides

• Recommended Resources for Instruction

Sets the Bar and Identifies for the Community

What is Expected of and Provided for Students in That District

We Are

Learning To…

We Are Learning To…

LOCAL CURRICULUM

INSTRUCTION• Provides learning experiences, aligned with local curriculum expectations, to prepare students to meet the standards set by the state

• Instruction includes but is not limited to: • Essential Learning Outcomes• Lesson Timelines• Content Learning Experiences• Opportunities for Practice• Formative Assessment• Corrective instruction where required• Assessment of Student Knowledge and Skills using:

• Teacher Designed Assessments• District Assessments (where available)• DPI Assessment Prototypes (where appropriate)

We Are

Learning To…

We Are Learning To…

INSTRUCTION

Enriched with Formative Assessment Procedures & Strategies

So, now that I’m clear on curriculum, standards and

instruction, what’s alignment?

Importance of Alignment

Alignment is an even stronger predictor of

student achievement on standardized

tests than are socioeconomic status,

gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell, 1998;

Wishnick,1989)

Learning occurs best when there is:

❖A purposeful process that aligns:

• Standards

• Instruction

• Assessment

❖Complete alignment:

• Cognitive Type

• Content

• Context

“Do the students get

to work and think at

the level the

standards

prescribe?”

Cognitive Type Alignment

Content Alignment

“Does the

teacher teach

and test the

content written in

the standards?”

Context Alignment

“Are the parameters

of the assessment

reasonably similar to

the parameters of

the instruction?”

Content Alignment

“Vocabulary Drill”

Each of you will receive 10

words and an assignment to

engage you with your terms.

Your assignment has been

differentiated to meet your

individual needs. Please work

alone and pay close attention

to your directions. You will have 5

minutes to explore your terms.

Lets Take a Test!

Please work independently.

Vocabulary Drill

Without any help from your neighbor, list the 10 words from your vocabulary list in alphabetical order.

You have 3minutes and 25 seconds!

This Photo by Unknown Author is licensed under CC BY-SA

How Did You Do?

Why Were Some More Successful Than Others?

How well could you learn to bake cakes from

“The Cake Boss”?

Are you ready

for the test?

How well

do you

expect

to do?

You have practiced all week!

“Betty”

How well would you do?

Four Fundamental Questions for

Effective Curriculum Development

1. THE LEARNING QUESTION:

What is important for students to learn in the limited school and

classroom time available?

2. THE INSTRUCTION QUESTION:

How does one plan and deliver instruction that will result in high

levels of learning for large numbers of students?

3. THE ASSESSMENT QUESTION

How does one select or design assessment instruments and

procedures that provide accurate information about how well

students are learning?

4. THE ALIGNMENT QUESTION:

How does one ensure that objectives, instruction and assessment

are consistent with one another?

(1) The Learning Question:

What is important for students to learn in the

limited school and classroom time available?

NC Essential Standards

and

The Revised Bloom’s Taxonomy

Let’s return to NCDPI’s web page & find

your content standards.

The Common Format of Objectives

Subject Verb Object

S V O

The Subject is the

Learner or the Student

The student (will)

Quite often, the subject is

implicit or understood.

The student (should)

The student (might)

Some Science Objectives

• The student will recognize the hierarchical

structure of the classification (taxonomy) of

organisms – kingdom, phylum, class, order, family,

genus, and species.

• The student will explain how disease-causing fungi

can affect plants.

• The student will use appropriate tools and

instruments safely and accurately when

conducting a controlled scientific experiment.

• The student will analyze the resulting effect of

balanced and unbalanced forces on an object’s

motion in terms of magnitude and direction.

Emphasizing the Verbs

• The student will recognize the hierarchical

structure of the classification (taxonomy) of

organisms – kingdom, phylum, class, order, family,

genus, and species.

• The student will explain how disease-causing fungi

can affect plants.

• The student will use appropriate tools and

instruments safely and accurately when

conducting a controlled scientific experiment.

• The student will analyze the resulting effect of

balanced and unbalanced forces on an object’s

motion in terms of magnitude and direction.

Emphasizing the Objects

• The student will recognize the hierarchical

structure of the classification (taxonomy) of

organisms – kingdom, phylum, class, order,

family, genus, and species.

• The student will explain how disease-causing

fungi can affect plants.

• The student will use appropriate tools and

instruments safely and accurately when

conducting a controlled scientific experiment.

• The student will analyze the resulting effect of

balanced and unbalanced forces on an

object’s motion in terms of magnitude and

direction.

The verbs provide clues as to the

cognitive processes intended by

the person or persons writing the

standard. The same verbs tend to

be used across subject matters

(e.g., recall, recognize, compare,

summarize, explain, use, create).

One size does not fit all…

I. All students should develop an understanding of

properties of objects and materials, position and

motion of objects, light, heat, electricity, and

magnetism. (Global)

A. Students will understand the properties of

waves and the wavelike property of energy in

earthquakes, light and sound. (Educational)

1. Students will compare the properties of

waves to the wavelike property of energy in

earthquakes, light and sound.

Teachers are expected to write instructional objectives based on the global and educational

objectives.

Relationship of Objectives

GLOBAL

(National

Standards)

EDUCATIONAL

(Essential

Standards &

Clarifying Obj.)

INSTRUCTIONAL(Learning Targets)

(INSTRUCTIONAL)Success Criteria

(Student Friendly Language)

SCOPE Broad Moderate Narrow- derived

from CO

Student driven

Time

Needed to

Learn

One or

more

years

Weeks or

months

Hours or days Student driven

Purpose

or

Function

Provide

Vision

Design

Curriculum

Prepare Lesson

Plans

Guide learning while student is engaged in learning tasks

Example

of

Use

Plan a

multi-year

curriculum

Plan units of

instruction

Plan daily

activities, learning

experiences,

and exercises

Provide frameworkwithin which formative assessment takes place and make possible the interpretation of evidence

Cognitive Type Alignment:

The Cognitive Process Dimension is the

alignment for Standards and Assessment

“Do the students get

to work and think at

the cognitive level

the standards

prescribe?”

Cognitive Process Dimension:

6 Categories Associated with

Two or More Cognitive Processes

(19 total processes)

•Remember

•Understand

• Recognizing

• Recalling

• Interpreting

• Exemplifying

• Classifying

• Summarizing

• Inferring

• Comparing

• Explaining

Cognitive Processes (continued)

• Apply

• Analyze

• Evaluate

• Create

• Executing

• Implementing

• Differentiating

• Organizing

• Attributing

• Checking

• Critiquing

• Generating

• Planning

• Producing

Content Alignment:

The Knowledge Dimension is the

alignment for Standards and Instruction

“Does the teacher

teach and test the

content presented

in the standards?”

The objects specify the CONTENT of the

standard (e.g., interviewing & persuasive

techniques; multiplication & division facts;

states of matter; political alliances and

policies). Unlike the verbs, the objects of the

standards are…

subject specific

(e.g., ELA, math, science, social studies)

Building Our Knowledge

What resources are available to help me understand the standards?

Where can I find unpacking documents?

Locate “Standard Course of Study”,

Click on Unpacking Standards

Locate the content area in the left toolbar.

The “just right” Zone:Teachers must adapt most materials to

achieve tight alignment.

The term "scaffolding" characterizes the support that teachers (or peers)

give to students to move them from what they already know to what

they can do next to close the gap.

Teachers Are Expected To:Work collaboratively

to create a professional learning community in

order to plan instruction appropriate

for students.

During the summer, you

and your colleagues

collaborated to map your

standards and review your

units for possible changes.

As a result, you have decided to revise the Forces and Motion unit based on information from the 8th grade team. In 8th grade, math students will study motion as a function of time. Your team will begin the foundation for their work next year by building a conceptual understanding of the graphical representation of motion. Your students collected data during the first lab. Today, it’s time to organize and graph their data.

Instructional Learning Target: “WALT”

Today “we are learning to”…

Sample Daily Plan prepared from the Weekly Plan

…from Theory into Practice…

Success Criteria…“focus on the learning”

Today we are learning to:

Organize information in a graph to show the relationship between the position of an object and the total time traveled.

(Learning Target)

…from Theory into

Practice…

Success Criteria…

focus on the learning

Today we are learning to:

I can determine the motion of an object and show how its position changes over time using a graph.

(Student friendly language)

I can determine the

motion of an object

and show how its

position changes

over time using a

graph.

Student friendly language:

Today’s guiding question?From the data presented, can you illustrate a change in position over a period of time for Sluggish Stanley?

Sluggish Stanley Takes a Stroll:(Graphing Constant Speed)

1. Model it!: teacher demonstrates activity while recording the success criteria

2. Prove it!: teacher demonstrates the wrong way and elicits corrections from students; class generates success criteria

3. Analysis of Exemplar work: teacher probes class to find strengths of sample work and have students generate success criteria

4. Comparison of two pieces of work: teacher probes class to find strengths and weaknesses of sample work and students generate success criteria

Time (unit) Distance (unit)

Organize your data in a chart to show Stanley’s motion.

From the data presented,

can you illustrate a change

in position over a period of

time for Sluggish Stanley?

Collecting and Documenting

Evidence

How can you help this teacher?Find your best resource & tag it to a standard.

Questions & Next Steps

How do I get my resources into Homebase?

Contact your content specific C&I Section Chief to schedule a deep dive into the standards and tagging your resources,

Yanisha Mann,Digital Learning ConsultantYanisha.mann@dpi.nc.gov

Thank you for the great

support that you provide to the

teachers and students of

North Carolina!