Presented by Benika Thompson
Why is science important??
Science affects our health, environment, and economy. As elementary teachers, we can spark the interest in science so that students can see how it relates to their world now and in the future.
• Neither U.S. fourth- or eighth-graders showed any detectable change in science achievement in 2007 compared to 1995.
• There was a lower percentage of U.S. 4th graders performing at or above the advanced international benchmark in science in 2007 than in 1995 (15% v. 19%)
• Right now, 62% of current 5th graders are projected to pass the Biology EOC in high school.
Curriculum Reminders:
• Even though we are preparing for the new Essential Standards, the SCOS will be taught and tested through the 2011-2012 school year.
• There will be no transition year, however WSFCS will include gaps in revised pacing guides
• DPI is working to develop a toolkit to help with standards
• 2011-2010 – Field tests with Essential Standards. Teachers will be able to give feedback.
• 2012-2013 – EOG operational
How do we improve our science instruction?
± Teacher efficacy-teach without excuses
± Teach the standards
± Improved ethics
± Focus on student learning
Education Has Hit the Big Screen!
There is more accountability in public schools than ever before. Check out these trailers for movies focused on education in general in the United States.
The Cartel movie trailer
Waiting for Superman movie trailer
There is more accountability in public schools than ever before. Check out these trailers for movies focused on education in general in the United States.
The Cartel movie trailer
Waiting for Superman movie trailer
For more information, check out these sites:
Elementary SCOS (2004)
http://www.ncpublicschools.org/curriculum/science/scos/2004/
K-12 2004 Units (caution drafts included)
http://www.ncpublicschools.org/curriculum/science/units/
Links to Essential Standards and Updates (highly recommended)
http://science.ncwiseowl.org/
ACRE Updates (curriculum, accountability, etc)
http://www.ncpublicschools.org/acre/
Elementary SCOS (2004)
http://www.ncpublicschools.org/curriculum/science/scos/2004/
K-12 2004 Units (caution drafts included)
http://www.ncpublicschools.org/curriculum/science/units/
Links to Essential Standards and Updates (highly recommended)
http://science.ncwiseowl.org/
ACRE Updates (curriculum, accountability, etc)
http://www.ncpublicschools.org/acre/
Get Ready 2012-2013!
The Core Standards for ELA, Math, Social Studies, and Science will all go into effect with the 2012-2013 school year. The Core Standards focus on expectations, not how students get there!
Common Core Standards – Operational 2012-2013
From NCDPI: “The new standards define the knowledge and skills students should have throughout their K-12 education careers so that they will graduate high school fully prepared for college and careers. The standards:
· are aligned with college and work expectations;
· are clear, understandable and consistent;
· include rigorous content and application of knowledge through high-order skills;
· build upon strengths and lessons of current state standards;
· are informed by other top-performing countries, so that all students are prepared to succeed in a global economy and society; and
· are evidence- and research-based.”
Useful links for learning more about the Core!!
North Carolina Adopts Common Core State Standards
Timeline for Change
Common Core State Standards Initiative
What’s next?
* DPI’s goal is to have all EOGs online, but there is no timeline for the implementation of this.
* DPI is moving towards having an open-ended component on EOGs.
* Be sure classroom assignments and assessments have different ways of evaluating what students know: multiple choice, open-ended, short answer, etc.
The Core Standards for ELA, Math, Social Studies, and Science will all go into effect with the 2012-2013 school year. The Core Standards focus on expectations, not how students get there!
Common Core Standards – Operational 2012-2013
From NCDPI: “The new standards define the knowledge and skills students should have throughout their K-12 education careers so that they will graduate high school fully prepared for college and careers. The standards:
· are aligned with college and work expectations;
· are clear, understandable and consistent;
· include rigorous content and application of knowledge through high-order skills;
· build upon strengths and lessons of current state standards;
· are informed by other top-performing countries, so that all students are prepared to succeed in a global economy and society; and
· are evidence- and research-based.”
Useful links for learning more about the Core!!
North Carolina Adopts Common Core State Standards
Timeline for Change
Common Core State Standards Initiative
What’s next?
* DPI’s goal is to have all EOGs online, but there is no timeline for the implementation of this.
* DPI is moving towards having an open-ended component on EOGs.
* Be sure classroom assignments and assessments have different ways of evaluating what students know: multiple choice, open-ended, short answer, etc.
Math Updates
Presented by Velvet Simington
A study was referenced that found a major difference between teachers in the United States versus teachers in other countries was that US teachers do not let their kids struggle and work through problems. When students were asked “What makes you smart in math?”, students in Japan responded that they can work hard and find the right answer. Students in the United States responded that they can do math facts. Hmmmm……is it a time issue, a curriculum issue, etc.
Students need to talk about their learning. “Mathematics: Standards for Mathematical Practice” will be given to all grade chairs, but here are the highlights.
Make sense of problems and persevere in solving them
Mathematically proficient students find the meaning of the problem and plan a way to find a solution. They check their answers using a different method and ask “Does this make sense?”
Reason abstractly and quantitatively
Students attend to the meaning of the problem and how to solve it, not just computing the numbers.
Construct viable arguments and critique the reasoning of others.
Students can justify their conclusions in a logical progression. They can ask questions to clarify or improve their answers.
Model with mathematics.
Students can apply mathematics to solve problems that occur in everyday life.
Use appropriate tools strategically.
Students are familiar with the tools to solve math problems and are able to use them appropriately (paper/pencil, calculator, ruler, computer, etc)
Attend to precision.
Proficient students try to communicate precisely to others. They can give clear explanations to others.
Look for and make use of structure.
Students look closely to find a pattern or structure to problems.
Look for and express regularity in repeated reasoning.
Students notice if calculations are repeated and look for shortcuts to solve.
There are two pages from the Common Core State Standards (CCSS) in Mathematics that reference different ways addition, subtraction, and multiplication problems can be written. Use these as a reference when developing class assignments and assessments. The entire document is useful, but scroll to pages 88 and 89 for these resources.
CCSS Mathematics
Presented by Velvet Simington
A study was referenced that found a major difference between teachers in the United States versus teachers in other countries was that US teachers do not let their kids struggle and work through problems. When students were asked “What makes you smart in math?”, students in Japan responded that they can work hard and find the right answer. Students in the United States responded that they can do math facts. Hmmmm……is it a time issue, a curriculum issue, etc.
Students need to talk about their learning. “Mathematics: Standards for Mathematical Practice” will be given to all grade chairs, but here are the highlights.
Make sense of problems and persevere in solving them
Mathematically proficient students find the meaning of the problem and plan a way to find a solution. They check their answers using a different method and ask “Does this make sense?”
Reason abstractly and quantitatively
Students attend to the meaning of the problem and how to solve it, not just computing the numbers.
Construct viable arguments and critique the reasoning of others.
Students can justify their conclusions in a logical progression. They can ask questions to clarify or improve their answers.
Model with mathematics.
Students can apply mathematics to solve problems that occur in everyday life.
Use appropriate tools strategically.
Students are familiar with the tools to solve math problems and are able to use them appropriately (paper/pencil, calculator, ruler, computer, etc)
Attend to precision.
Proficient students try to communicate precisely to others. They can give clear explanations to others.
Look for and make use of structure.
Students look closely to find a pattern or structure to problems.
Look for and express regularity in repeated reasoning.
Students notice if calculations are repeated and look for shortcuts to solve.
There are two pages from the Common Core State Standards (CCSS) in Mathematics that reference different ways addition, subtraction, and multiplication problems can be written. Use these as a reference when developing class assignments and assessments. The entire document is useful, but scroll to pages 88 and 89 for these resources.
CCSS Mathematics
From DPI “MATH AND SCIENCE CROSSWALKS”
Attached you will find initial crosswalk documents that compare the current Standard Course of Study to the newly adopted standards. This document is not intended to answer all questions about the nuance of the new standards versus the old but instead to help schools and teachers get a head start on internalizing and planning to teach the new standards.
Important Note: The current SCoS will continue to be the taught and tested standards in the 2010-11 and 2011-12 school years. We expect the new standards to be taught and assessed in schools for the first time in the 2012-13 school year.
Math and Science Crosswalks
Attached you will find initial crosswalk documents that compare the current Standard Course of Study to the newly adopted standards. This document is not intended to answer all questions about the nuance of the new standards versus the old but instead to help schools and teachers get a head start on internalizing and planning to teach the new standards.
Important Note: The current SCoS will continue to be the taught and tested standards in the 2010-11 and 2011-12 school years. We expect the new standards to be taught and assessed in schools for the first time in the 2012-13 school year.
Math and Science Crosswalks
DIBELS MOY BENCHMARK
January 24-February 4
Schedule to come!
January 24-February 4
Schedule to come!
Merry Christmas to all of you!
