PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION The Balanced Curriculum NCDPI Instructional Services Division

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STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION

The Balanced Curriculum

NCDPI

Instructional Services Division

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Background• Need identified through communications from

the field

• ISD Curriculum Committee formed

• Elementary Document completed in 2003

• Middle School and High School Documents to follow

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Elementary Curriculum CommitteeKymm Ballard, K-12 Physical Education, Athletics, and Sports Medicine ConsultantMartha Campbell, K-12 Information Skills and Computer Skills ConsultantBryar Cougle,K-12 Arts Education (Theatre Arts and Visual Arts) ConsultantMartha Downing, K-12 Hearing Impaired and Autism ConsultantBrenda Evans, K-5 Science ConsultantHelga Fasciano, K-12 Second Languages ConsultantCynthia Floyd, K-12 Guidance ConsultantBobbie Grammer, K-12 Exceptional Children, Monitoring ConsultantTracey Greggs, K-5, Social Studies ConsultantValorie Hargett, Exceptional Children AIG ConsultantChristie Lynch Howell, K-12 Arts Education (Dance and Music) ConsultantAlesha McCauley, K-12 English as a Second Language ConsultantToni Meyer, K-6 Mathematics ConsultantEva Phillips, Early Childhood (Title I Pre-Kindergarten) ConsultantLucy Roberts, Early Childhood Section ChiefMary Rose, 3-5 English Language Arts ConsultantClaudia Sykes, K-2 English Language Arts ConsultantAnnemarie Timmerman, K-12 Technology Services ConsultantMichele Wallen, K-12 Health Education and Driver Education Consultant

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Outside Review CommitteeJane Barnes, Johnston County SchoolsAntonia Beh, Wake County SchoolsDena Byers, Durham Public SchoolsMarian Farmer, Alamance-Burlington SchoolsJennifer Frederiksen, Wake County SchoolsJane Gleason, Meredith CollegeBilly Graham, Carteret County SchoolsJoan Huffman, Catawba County SchoolsTony Iannone, Charlotte-Mecklenburg SchoolsCelia W. James, Wayne County SchoolsMarta Garcia Johnson, Buncombe County Schools

Debbie Jones, New Hanover County SchoolsDonna Kimbro, Caswell County SchoolsAngie Larner, Charlotte-Mecklenburg SchoolsJoAnna Massoth, Orange County SchoolsJoseph McCargo, Rockingham County SchoolsBarbara Piekarski, Catawba County SchoolsDale Pelsey-Becton, New Hanover County SchoolsRobert Sox, Wake County SchoolsKaren Vaugn, Pitt County SchoolsCarolann Wade, Wake County SchoolsCorinne Watson, Richmond County Schools

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PhasesPhase I

• Initial Document: Guiding principles, Philosophy of Balanced Curriculum and Sample Schedules, Scenarios and Resources

Phase II• Dissemination

Phase III• Identification of model sites and additional

resources

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The Balanced Curriculum: A Guiding Document for Scheduling and Implementation of the NC Standard Course of Study at the Elementary Level

CONTENTS:• Foreword

Howard N Lee, Chairman, State Board of EducationMichael E Ward, Superintendent, Public Schools of North Carolina

• Acknowledgements

• Background and Overview

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The Balanced Curriculum: A Guiding Document for Scheduling and Implementation of the NC Standard Course of Study at the Elementary Level (CONTENTS, Continued)

• What is a Balanced Curriculum?

• What a Balanced Curriculum is NOT

• Why Teach a Balanced Curriculum?

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• Questions and Answers (Factors that Impact Implementation of a Balanced Curriculum)

• Sample Scenarios

• Sample Schedules

• Looking Ahead

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• Conclusions

• Appendices

• Resources and Bibliography

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What is a Balanced Curriculum?

• Includes Entire Standard Course of Study (SCS)

• Educates the Whole Child (BEP)

• Includes a Challenging and Common Curriculum (CCSSO)

• Is Based on Best Knowledge of How Children Develop and Learn (NASBE)

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• Prepares Students for Success in School and in Life (NCLB/NCDPI)

• Is Inclusive of All Subjects versus Only Those Subjects Tested (NCLRC)

• Promotes Brain Growth and Development through an Enriched Environment (Diamond & Hopson)

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•Creates Active Participants Rather Than Passive Observers (Diamond & Hopson)

•Allows Students to Use the Whole Brain (Zull)

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What a Balanced Curriculum is NOT:

• An Individual Effort

• Planning and Teaching in Isolation

• Teaching to the Test

• Teaching ONLY English Language Arts and Mathematics

• “One Size Fits All”

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• Teaching without Assessing Student Needs

• Teaching 15- Minute Classes to Hundreds of Students

• Teaching the Text

• Teaching the Teacher’s Favorite or Most Comfortable Topic(s)

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• Teaching Some Disciplines Sporadically (seasons or holidays)

• “Fake” Integration

• A Program

• Only for Some Children

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Why Teach a Balanced Curriculum?

• Standard Course of Study (As Required by NCGA/SBE)

• Fundamentally Complete Program of Education (BEP)

• Workforce Readiness

• Superior and Competitive Education – Beyond “Sound and Basic” (Governor’s Education First Task Force)

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Why Teach a Balanced Curriculum?

• Life Skills (CCSSO)

• Connections (Jensen)

• Multiple Intelligences (Gardner)

• Meets the Needs of All Children

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How to Implement a Balanced Curriculum: QUESTIONS AND ANSWERS

• Suggestions/guidance/recommendations for issues impacting scheduling at the elementary level

(with links to resources)

• Addressed through Q and A format and supported by research

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Sample Scenarios and Schedules

• Provide “glimpses” of how the school day is structured and what might be taking place in various classrooms

• Sample schedules give a basic overview for how time is structured

• Sample scenarios illustrate what might be occurring during various times on a given day

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• Scenarios reflect a variety of voices, formats and perspectives

• Times reflected on each schedule are not mandated by legislation or policy

• Allotted times for subject areas are samples only, and are not meant to be interpreted as an exact way to structure time

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• Neither comprehensive nor prescriptive

• Individually, illustrate what might be seen in a given classroom

• In their entirety, illustrate how learning takes place across the curriculum, and that educating the “whole child” is indeed a whole school effort

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Looking Ahead

• Examines issues with time and learning

• Identifies education programs and practices that support Implementing a Balanced Curriculum

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ConclusionsEach elementary school has responsibility for providing

instruction in:

• arts education (dance, music, theatre arts and visual arts),

• computer skills and information skills, • English language arts, • guidance,• healthful living (health education and physical

education),• mathematics, • science,• second languages, and • social studies.

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Conclusions (continued)

Students who receive a balanced curriculum and possess the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines will be successful as measured by standardized tests and other indicators of student success.

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Where are NC’s Schools Today?

Out of

• 2859 elementary school teachers representing all areas and levels, and

• 333 principals and administrators who responded to the elementary school surveys (2003),

it is evident that a balanced curriculum which includes all areas of the Standard Course of Study, is not consistently delivered in participant’s schools.

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Where are NC’s Schools Today?

Data from the survey, individual classroom schedules and whole school schedules indicated:

• heavy emphasis on tested areas;

• under-emphasis or not teaching those areas which are not tested (including dance, foreign language, music, physical education, theatre arts, visual arts, health, science and social studies);

• large and overwhelming class and student loads for special area teachers;

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Where are NC’s Schools Today?• underutilization of instructional time (e.g.

taking large amounts of time for transitions or “snack”, rather than integrating these transitions with instruction);

• preventing students from attending special area classes (such as music or physical education in order to receive tutoring or special services);

• teaching skills in isolation (e.g. “EOG prep”);

• inadequate collaborative planning time, (especially across and between grade levels, special services and special areas).

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“Teaching to the Test” Survey Data• English language arts and

mathematics are being taught on a regular basis

• 16% of teachers reported daily instruction in science

• 16% of teachers reported daily instruction in social studies

•16% of teachers indicated that science is only “occasionally taught,”

•10% of teachers indicated that social studies is “not taught” at all

•25% of teachers indicated that health education is “not taught”

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“Teaching to the Test” Survey Data

Subjects not taught at all:

foreign language (76%), dance (80%), physical education (26%), music (24%), theatre arts (67%), andvisual arts (37%)

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Teaching to the Test

NC’s state-mandated tests are closely aligned with the SCS.

Teaching a balanced curriculum, to include all areas of the SCS, prepares students for success on standardized tests.

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Teaching to the Test vs. Teaching a Balanced Curriculum• “Teaching to the test” will not necessarily

increase student achievement.

• More likely, students will lack the skills and conceptual understanding they would receive from a balanced curriculum to make connections, apply knowledge, and creatively solve problems in a variety of settings.

• Processes measured on tests are taught through a balanced curriculum

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Teaching to the Test vs. Teaching a Balanced Curriculum (continued)

Teaching solely to the test will leave children behind; particularly those who:

• do not speak the English language,

• have disabilities,

• are at risk and unmotivated, and

• are able to demonstrate their understandings in a multitude of ways, but not necessarily on standardized tests.

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The Age-Old Issue of Time

• Since the beginning of the public schools, the school calendar has remained an element of debate

• Advantages and disadvantages can be identified in every type of school calendar

• Additionally, how individual teacher and class schedules are structured present likewise advantages and disadvantages.

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Planning Time

Teachers need planning time:

• to collaborate;

• to discuss student learning and research-based best practices;

• to plan;

• to receive professional development;

• to map and align the curriculum; and

• to examine what is being taught and how it is being taught and assessed.

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Planning Time (continued)

37% of teachers surveyed indicated that they had no daily protected planning time.

46% of all teachers reported that the majority of their planning time takes place in one hour or more segments of time before and after school, not during the school day.

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According to the teachers surveyed, no collaborative planning takes place with the following:

• media coordinator (82%), • technology facilitator (83%), • dance, music, theatre arts or visual arts teachers

(range of 90-98%), • physical education teacher (90%),• foreign language teacher (98%),• special education teachers (75%), • LEP (ESL) teacher(s) (86%)

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In order to provide an integrated, connected, and comprehensive curriculum, teaching schedules must allow for sufficient planning time for teachers – with grade levels, across grade levels, and with special areas and special services teachers.

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Instructional Time

• Students must have access to uninterrupted blocks of instructional time to receive in-depth, connected instruction, and to develop concepts rather than memorize facts in isolation

• Because the elementary school has more flexibility with time and because elementary classroom teachers are trained as generalists, opportunities for integrated, connected instruction must be maximized

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Structuring Time

• Teachers and staff within schools must look at how they are structuring the time they have

• Every facet of the school schedule, (including when children receive special services, eat lunch, or have opportunities for structured recess or physical activity) impacts the overall classroom environment, and teachers’ abilities to deliver a balanced curriculum and ultimately improve student achievement

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Structuring Time

• There is no one best-way of scheduling time

• Schools must investigate and be aware of various ways to utilize time, through the school calendar and in individual classrooms

• Schools must understand the history of the calendar, the different approaches that can be taken to make changes to the calendar, and the advantages and disadvantages that are associated with these approaches

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What Needs to Happen?

• How schools allocate time will in part determine schools’ ability to implement a balanced curriculum

• Time will not change the practices that are occurring within classrooms

• How that time is utilized will determine whether or not every student is afforded the opportunity to receive a balanced curriculum and to have his or her individual instructional needs met to the fullest extent possible

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What Needs to Happen?• Schools must genuinely look at research-

based practices that clearly provide benefits to students

• Teaching the whole child does not begin and end with student performance on mandated tests

• To implement a balanced curriculum is to address all aspects of child development

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A Balanced Curriculum:

Implementing a Balanced Curriculum helps students:

• develop a love of learning and become lifelong learners,

• find relevance in and connections with what they are learning,

• understand themselves and those around them,

• demonstrate talents they bring with them to school, and

• develop new and necessary skills and abilities to be successful in school and in life

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Accessing the Document

The Balanced Curriculum: A Guiding Document for Scheduling and

Implementation of the North Carolina Standard Course of Study at the Elementary Level

• On the web http://www.ncpublicschools.org

• NCDPI Publications (CD or hard copy)

Contact Christie Lynch Howell for more information:

919-807-3856, [email protected]