Vertical AlignmentProfessional Development

February 8, 2012Northern Vance High School

Where We’ve Been

Introduction to Common Core/NC Essential Standards

Changes in specific course objectives

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.

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)

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

Activity: Building a Map

• Have a group member share out the group’s

progression map and discussions with the

whole group

Compare your maps to the NC Essential

Standards for Visual Art

K.V.1.2: Create

original art that

expresses

ideas about

oneself.

1.V.1.1: Identify

tools, media and

processes.

2.V.1.4:

Understand

characteristics of

the

Elements of Art

3.V.2.3: Create

art from realistic

sources of

inspiration.

4.V.1.5:

Understand how

the Principles of

Design work in

relation to each

other.

5.V.2.2: Use

ideas and

imagery from

the

global

environment as

sources for

creating

art..

6.V.2.2: Use

observation skills

of the

immediate

environment to

create original

imagery.

7.V.2.3: Create

original art

emphasizing

selected

elements and

principles to

express

ideas or

feelings.

8.V.1.3: Identify

how the Elements

of Art

and Principles of

Design

differentiate

movements,

contemporary

styles, and

themes in art

B.V.2.2:

Understand the

relationships

between sensory

awareness and

artistic

expression

I.V.1.4:

Analyze

images

through the

process of

deconstruction

P.V.3.2:

Analyze the

relationship

between media,

processes, and

result.

A.V.2.1:

Create

original art in

response to

artistic

problems.

Compare your maps to the NC Essential

Standards for Music

K.MR.1.4:

Illustrate

different vocal

timbres by type

1.MR.1.1:

Use corresponding

movements or

actions to respond

to prominent music

characteristics

2.MR.1.2:

Illustrate melodic

patterns,

dynamics, and

forms

3.MR.1.2:

Use musical

terminology

when describing

music that is

presented

aurally

4.MR.1.4:

Classify

instruments into

Western orchestral

categories of wind,

string, percussion,

and brass

5.MR.1.1:

Interpret

through

instruments

and/or voice the

gestures of the

conductor

6.MR.1.3: Identify

criteria for

evaluating

performances,

compositions, and

musical ideas and

apply the criteria

in personal

listening

and performing

7.MR.1.2: Analyze

aural musical

examples

representing diverse

genres, styles, and

cultures, using

appropriate music

terminology

8.MR.1.1: Interpret

the gestures of a

conductor when

singing or playing an

instrument

B.MR.1.3: Identify

criteria for

evaluating

performances,

compositions, and

musical

ideas

I.MR.1.1:

Interpret the

gestures of a

conductor when

singing or

playing an

instrument

P.MR.1.3:

Critique

musical

performances

and

compositions,

generating

suggestions for

improvement

A.MR.1.2:

Analyze

musical

works using

correct

music

terminology

HOW DID YOUR GROUP DO?

Discuss your reactions and any

misconceptions that you/your

group may have had.

Inch-deep

coverageLengthy

review

Definition

of insanity

Re-teaching

at next level

The Current Dilemma

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 ALIGNMENTEstablishing 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

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

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

Click here for instructions

PLEASE PAY CLOSE ATTENTION TO THE DETAILS AND

VOCABULARY OF THE STANDARDS; not intended to be new

wording for old ways of doing things!

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)

• 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?

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”

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

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.

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

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

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

•Under the EVALUATION topic,

select

“Professional Development

(Feb. 8, 2012) EVALUATION”

*Hard copies are available

for those without

laptops/internet

connection

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

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 viewReturn to Activity Part 2