1. Vertical Alignment Professional Development February 8, 2012 Northern Vance High School *Please sit with teachers of the same content area as you.*

2. Where We’ve Been  Introduction to Common Core/NC Essential Standards  Mathematical Practices

3. What’s Next Today’s Purpose To 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.

4. 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 Geometry Domain

5. 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

6. Activity: Building a Map Have a group member share out the group’s progression map and discussions with the whole group

7. Compare your maps to the Common Core State Standards for Mathematics K.G.2 Correctly name shapes regardless of their orientations or overall size. 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. 2.G.2 Partition a rectangle into rows and columns of same- size squares and count to find the total number of them.

8. 3.G.1 Understand that shapes in different categories 4.G.1 Draw points, lines, line segments, rays, angles 5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation

9. 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations;

10. G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G.C.1 Prove that all circles are similar. G.GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems

11. HOW DID YOUR GROUP DO? Discuss your reactions and any misconceptions that you/your group may have had.

12. Inch-deep coverage Lengthy review Definition of insanity Re-teaching at next level The Current Dilemma

13. 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 ALIGNMENT Establishing 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

14. 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

15. 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!

16. 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)here 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?

17. Power Standards Refer 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”

18. 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 Prioritization NOT Elimination Marzano’s Instructional Strategies Emphasis on enduring understanding

19. Power Standards Criteria Power 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.

20. 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

21. 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

22. 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 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

23. 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

24. 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