1. Drafts of the North Carolina Essential Standards STEM Design Team Webinar Middle Grades Summer PD June 15-17, 2010 Asheboro City Schools

2. i. Back-story NCDPI’s Response to Framework For Change SBE’s Framework For Change Blue Ribbon Commission Report Vision into Mandate

3. Essential Standards Assessments Accountability i. Back-story A Simple Vision from October 2008

4. 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.

5. ES National & International Standards 21 st Century Skills Revised Bloom’s Taxonomy ii. Conceptual development Principles and Filters Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Relevant to the Real World CriteriaFiltersCourse Generalized goals Examples and processes to achieve criteria Student Outcomes Assessment Prototypes

6. Summative (Statewide) Essential Standards Benchmark (Classroom, School, District) Formative Assessment (Classroom) Will inform and reflect the common core work Three Tiered assessment system designed to improve instruction. New types of assessments! (pilot and demonstration schools) GrowthAchievement (EOCs and EOGs) K-12 ACRE and New Generation of Assessments v. Next generation

7. Essential Standards Benchmark (Classroom, School, District) Formative Assessment (Classroom) Summative (Statewide) + Graduation Rate + Future- Ready Core + Readiness GrowthAchievement (EOCs and EOGs) K-12 Accountability ACRE

8. 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 generation Next generation and the Race to the Top

9. 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 Assurances v. Next generation

10. 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 benchmark assessment data....” GrowthAchievement (EOCs and EOGs) K-12 ACRE and The Race to the Top v. Next generation

11. Common Core Time Line August 2009 Common Core Standards (ELA and Math) for College and Career Readiness DRAFTED Sept 2009 Common Core Standards (ELA and Math) for College and Career Readiness VALIDATED Dec 2009 Common Core Standards (ELA and Math) for K-12 DRAFTED Jan 2010 Common Core Standards (ELA and Math) for K-12 VALIDATED Early 2010 States submit timeline and process for adoption v. Next generation

12. What’s New/Different on ACRE link? www.ncpublicschools.org/acre

13. Revised Bloom’s Taxonomy : “A Taxonomy for Learning, Teaching and Assessing” RBT: Moving Toward Cognitive Alignment

14. A Fundamental Truth by Dr. Lorin Anderson: We don’t see the world as it is; we see the world through the lens through which we look at it.

15. NC’s New Lens: RBT

16. Evaluation Synthesis Analysis Application Comprehension Knowledge The Original Bloom’s Taxonomy 1958

17. Creating Evaluating Analyzing Applying Understanding Remembering The Revised Bloom’s Taxonomy

18. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

19. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing

20. FactualKnowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge Concrete Abstract The RBT Taxonomy Table KNOWLEDGE DIMENSION

21. RBT- The new way of categorizing thinking! With this revision, Dr. Anderson proposes four dimensions of knowledge: 1.Factual knowledge- terms, details, symbols, informational sources (vocabulary) 2.Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree) 3.Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific method) 4.Metacognitive knowledge- strategic, self- knowledge, critiquing, cognitive demands of specific tasks, (experimentation)

22. KNOWLEDGEDIMENSION A FACTUAL KNOWLEDGE B CONCEPTUAL KNOWLEDGE C PROCEDURAL KNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE Recognize Recall Interpret Exemplify Classify Summarize Infer Compare Explain Execute Implement Differentiate Organize Attribute Check Critique Generate Plan Produce THE TAXONOMY TABLE

23. IMPROVED ALIGNMENT Objectives Assessment Instructional Activities/ Materials Students

24. ALIGNMENT USING THE TAXONOMY TABLE Objectives Assessments Instructional Activities/Materials RememberUnderstandApplyAnalyzeEvaluateCreate Factual Conceptual X Procedural Meta- Cognitive

25. KNOWLEDGEDIMENSION A FACTUAL KNOWLEDGE B CONCEPTUAL KNOWLEDGE C PROCEDURAL KNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE Recognize Recall Interpret Exemplify Classify Summarize Infer Compare Explain Execute Implement Differentiate Organize Attribute Check Critique Generate Plan Produce THE TAXONOMY TABLE

26. RBT Alignment Activity Using Essential Standards and Clarifying Objectives from ELA, SS, and Sci curriculum guides to identify the level of RBT (Cognitive Dimension) and the Knowledge Dimension alignment. Reflect and share how this knowledge will be utilized during planning and implementation of instruction.

27. NCFALCON http://center.ncsu.edu/falcon/

28. ACS Vision ACS Goal/Product Why? ACS is committed to student learning. The work we do in the area of curriculum, instruction, and assessment is ongoing and based on our constant pursuit of 4 guiding questions: 1)What do we want students to know, understand, and be able to do? 2)How will we deliver high quality instruction to help students learn what we want them to know, understand, and be able to do? 3)How will we assess to determine if students have learned what we want them to know, understand, and be able to do? 4)What will we do if students have not learned what we want them to know, understand, and be able to do? What? ACS is committed to the development of curriculum guides that will be used for planning instruction and assessments that result in student mastery of essential standards and objectives of the NCSCOS and are reflective of the 21 st century skills students need to be future-ready graduates.

29. Why? ACS is committed to student learning. The work we do in the area of curriculum, instruction, and assessment is ongoing and based on our constant pursuit of 4 guiding questions: 1)What do we want students to know, understand, and be able to do? 2)How will we deliver high quality instruction to help students learn what we want them to know, understand, and be able to do? 3)How will we assess to determine if students have learned what we want them to know, understand, and be able to do? 4)What will we do if students have not learned what we want them to know, understand, and be able to do? What? ACS is committed to creating instructional units of study and assessments reflective of the NCSCOS Essential Standards and Clarifying Objectives as identified in the ACS Curriculum Guides. ACS Vision ACS Goal/Product

30. What? ACS is committed to creating instructional units of study and assessments reflective of the NCSCOS Essential Standards and Clarifying Objectives as identified in the ACS Curriculum Guides. Explore NCFALCON resource. Make revisions to ACS Curriculum/Pacing Guides as needed. Develop instructional units of study and assessments utilizing the instructional unit template on ACSACRE wiki space. Utilize the Lens for Learning Checklist on the ACSACRE wiki space (Quality Check). Present units of study on final day of work.