More new standards for admin

1. Understanding the New
Standards
Administrator Training
March 12, 2012
Training Adapted by
Thomas R. Feller, Jr.

2. Common Core Essential Standards
English Language Arts Social Studies
Mathematics Science
CTE
ESL
Arts
World Languages
Healthful Living
Exceptional Children
Instructional Technology

4. Communication
Collaboration Connections
Creativity
Revised Bloom’s Taxonomy

5. Why am I
learning these facts?
Solar Highways

7. Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

8. Introduction of
Conceptual
Categories

9. Overview
of Conceptual
Categories
Mathematical
Practices

10. Design and Organization
 Standards define what students
should understand and be able to do
 Clusters are groups of related
Domain
standards
Standard  Domains are larger groups that
progress across grades
Cluster

11. K 1 2 3 4 5 6 7 8 9-12
Counting
and
Cardinality
Operations and
Operations and Expressions and
Algebraic Algebra
Algebraic Thinking Equations
Thinking
Number &
Number & Operations Operations Number and
The Number System
Modeling
in Base Ten Base Ten Quantity
Fractions
Measurement
Measurement and Data
and Data Geometry Geometry
Geometry Geometry
Statistics and Statistics and
Probability Probability
Ratio and
Proportional Functions Functions
Relationships

12. Let’s look at the standards!

14. English Language Arts
Four Strands:
•Reading:
Literature RL
Informational Texts RI
•Writing W
•Speaking and Listening SL
•Language L

15. Shifts in ELA/Literacy
• Shift 1 PK-5 Balancing Texts
• Shift 2 6-12 Knowledge in the Disciplines
• Shift 3 Staircase of Complexity
• Shift 4 Text-based Answers
• Shift 5 Writing from Sources
• Shift 6 Academic Vocabulary

16. Let’s look at the standards!

17. Essential Standards are:
• Skills, understandings and learning experiences mastered at each level to
move to the next level
• “Must Have" goals of the curriculum
• Focused on higher-order knowledge and skills all students should master
• Resolution to the "inch-deep, mile-wide" concern about the current SCOS
• Assurance that every student learns essential content and skills for the 21st
Century
• Assessed in the classroom via formative, benchmark/interim, and summative
assessments.

20. NEW! Healthful Living Strands
HEALTH EDUCATION PHYSICAL EDUCATION
MEH – Mental & Emotional Health MS – Motor Skill
PCH – Personal & Consumer Health MC – Movement Concepts
ICR – Interpersonal Communications & HF – Health-Related Fitness
Relationships
NPA – Nutrition & Physical Activity PR – Personal & Social Responsibility
ATOD – Alcohol, Tobacco & Other Drugs

21. KEY
Crosswalks: A comparison of 2006 to 2012 Grade
Level &
Content
New
Standards
Soon to be
OLD
Standards

22. Unpacking Tools
CHART

23. Let’s look at the standards!

25. Arts: Comparing Strands
DANCE MUSIC THEATRE ARTS VISUAL ARTS
Creation and Musical Literacy (ML) Communication (C) Visual Literacy (V)
Performance (CP)
Dance Movement Musical Response Analysis (A) Contextual Relevancy
Skills (DM) (MR) (CX)
Responding (R) Contextual Relevancy Aesthetics (AE) Critical Response (CR)
(CR)
Connecting (C) Culture (CU)

26. Music Crosswalks
Alignment with National Standards
*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and
performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010) National Standards for Music Education (1994)
ML1: Apply the elements of music and musical techniques (1) Singing, alone and with others, a varied repertoire of
in order to sing and play music with accuracy and music
expression. (2) Performing on instruments, alone and with others, a
varied repertoire of music
ML2: Interpret the sound and symbol systems of music. (5) Reading and notating music
ML3: Create music using a variety of sound and notational (1) Improvising melodies, variations, and
sources. accompaniments
(2) Composing and arranging music within specified
guidelines
MR1: Understand the interacting elements to respond to (1) Listening to, analyzing, and describing music
music and music performances. (7) Evaluating music and music performances
CR1: Understand global, interdisciplinary, and 21st century (8) Understanding relationships between music, the other
connections with music. arts, and disciplines outside the arts
(9) Understanding music in relation to history and culture

27. Sequencing Activity
High
K-2 3-5 6-8
School
Make
Organize Choreograph aesthetic
Recognize
phrases into to choices and
and use
simple dance Communicate Perform for
elements Intent
sequences Social
Significance

28. Let’s look at the standards!

30. Philosophy behind WLES
• Communication is central to human nature
• Technology brings the world closer together
• Language learning is essential for global
citizens
–Leads to insights into culture
–Makes interdisciplinary connections
–Builds proficiency for a multilingual world

31. Proficiency Organization based on ACTFL
Guidelines
The new Essential Standards are
based on language proficiency
rather than on Levels (e.g., Spanish
I, French III, etc.).

32. Building Proficiency
Communicative Contexts for Transfer
– Whole-language approach
(Adair-Hauck and Cumo-Johanssen, 1997)
– Natural conversation focus
(Toth, 2004)
– Thematic center to support comprehension (Curtain and
Dahlberg, 2004)
– Real world, ambiguous challenges
(Wiggins and McTighe, 2005)

33. Building Proficiency
Supporting Communication Skills
– Difficulty comes from learning tasks, not textbook
(Terry, 1998)
– Use of authentic texts and other media
(Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005)
– More comprehension with authentic texts rather than
simplified ones (Young, 1993 and 1999; Vigil, 1987)
– Viewing helps students learn grammar, advanced-level
proficiency skills and cultural information
(Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999)

34. Let’s look at the standards!

36. High School Social Studies
• New Essential Standards
• K-12 Strands
• Conceptual versus factual
• Common Core Reading & Writing Literacy
Strands

37. New Graduation Requirements
Freshmen who enter high school in 2012-13 will
be required to pass:
• World History
• American History I
• American History II
• Civics & Economics

38. Shifts in the Curriculum
• Colonial Period in American History moved
from Civics & Economics to American History
• Significant Personal Financial Literacy unit
added to Civics & Economics

39. Shifts in the Curriculum – Cont’d
• American History divided into two courses:
– American History I – Colonial to Reconstruction
– American History II – End of Reconstruction to the
present
• World History – focus on mid-15th Century to
the present

40. Let’s look at the standards!

42. Science Essential Standards
• The process of inquiry, experimentation, and
technological design should be taught in
conjunction with the core concepts.
Inquiry
Technological
Experimentation
Design
Understanding
the Content

43. Let’s look at the standards!

44. Embedded Standards

45. K-12 Literacy
• Shared responsibility across school
• K-12 ELA Anchor Standards
• Grades K-5: apply ELA across subjects
• Grades 6-12: more discipline-specific (ELA and
History/Social Studies, Science, & Technical Subjects)
History/Social Studies Science & Technical Subjects
10 reading 10 reading
10 writing

46. Features of 6-12 Standards
• Focus on discipline-specific vocabulary
• Acknowledgement of unique text structures
• Expectation for reading and writing in non-ELA
classrooms
• Expectation for development of informational/
technical writing skills
• Focus on critical analysis and evidence
• Does not replace Essential
Standards

47. Sample Grade 9-10 Standard
ANCHOR STANDARD
History/Social Studies Science & Technical
(Reading) Subjects
3. Analyze how RH.9-10.3. Analyze in RST.9-10.3. Follow
and why detail a series of precisely a complex
events described in a multistep procedure
individuals,
text; determine when carrying out
events, and ideas whether earlier experiments, taking
develop and events caused later measurements, or
interact over the ones or simply performing technical
course of a text. preceded them. tasks, attending to
special cases or
exceptions defined in
the text.

48. Sources for ITES Standards

49. Let’s look at the standards!

50. Where Do We Go From Here?

59. Reflection
Where do you see students
successfully demonstrating all
attributes in your building?
Where do you need to spend more
energy?
How can Academics support you to
realize this in your building?
(Share with shoulder buddy)

60. Understanding the New
Standards
Administrator Training
March 12, 2012
Training Adapted by
Thomas R. Feller, Jr.