STATE BOARD OF EDUCATION ITEMS

 NC STANDARD COURSE OF STUDY POLICY

The policy governing the review, revision, and implementation of the NC Standard Course of Study was approved at the March 2018, State Board of Education (SBE) meeting, and approved at the March 2018 meeting.  To access the aprroved policy please visit HERE.

PROFESSIONAL DEVELOPMENT OPPORTUNITIES

STORYTELLING IN THE SCIENCES AND HUMANITIES- APRIL 7

The National Humanities Center will be organizing a series of events and initiatives over the coming 18 months that aims to show the connection between humanities and science fields.  We believe that showing these connections between disciplines is an important component in emerging scholarship and innovative new curricular pathways.

In collaboration with Lloyd Honors College at University of North Carolina - Greensboro, we will be hosting a one-day symposium titled Creating and Performing Stories in the Humanities and Sciences on Saturday, April 7, 2018.  Designed for humanities scholars and university scientists as well as teachers from all disciplines, our goal is to create a day of conversation about the ways these two fields interact.  The humanities and sciences are often viewed as distinct and separate areas of inquiry.  Yet whether we study history, chemistry, philosophy, or physics, our overarching methodology is similar in that it involves gathering data and constructing narratives--i.e. telling stories. A way of framing our overlap is by seeing the humanities and sciences as (1) guided by evidence, (2) subject to interpretation, and (3) open to revision.  This one-day symposium is an opportunity for humanists and scientists to come together to explore our commonalities and learn from each other. 

Please share this information with your faculty and your network of educators in the Triangle area. We would love to have a diverse crowd from the science and humanities worlds.

https://nationalhumanitiescenter.org/education-programs/creating-performing-stories-humanities-sciences/

Don't Miss This! 

DPI SEEKS PROPOSAL FOR CODING AND MOBILE APP GRANTS

State Superintendent Mark Johnson announced that the Department of Public Instruction is now accepting grant applications for a new round of the state’s Coding and Mobile App Development competitive grant program, totaling $800,000 in awards for the 2018-19 school year.

The second year of the initiative will fund up to $80,000 per school to provide opportunities for middle and high school students to learn computer science, coding and mobile app development to help them gain the skills needed to contribute to the digital economy and engage as informed citizens. All district and charter schools are eligible, including schools that received grants for the current year.

“I know that this year’s grant recipients are helping students gain skills that are now just essential for many jobs in our digital world,” Johnson said. “I’m looking forward to seeing these opportunities provided to even more schools and students in 2018-19.”

Through public-private partnerships with school districts and charter schools, industry, and community leaders, the program aims to help build local capacity and curricular programs through three key approaches:

• Professional development for teachers and administrators
• Development of locally relevant digital computer science curriculum that is part of kindergarten-career pathways for students
• Engagement of industry professionals to ensure a partnership that supports connections between local school curriculum, future career opportunities for students, and industry demand 

 The deadline for schools to submit applications is May 15, 2018. School districts and charter schools can use grant funds to purchase equipment, digital materials, and for other purposes, including teacher professional development.  Grant recipients will be announced in the summer and will implement their programs in the fall. Applications and instructions are attached. Coding and Mobile App Development Grant Program Application for 2018-19
(docx, 958kb)

JOB VACANCIES

To view the full job posting for any opening at State of North Carolina, click here:

https://www.governmentjobs.com/careers/northcarolina

Click on a job title to view the complete job posting of any position listed. After you have reviewed the job posting, you can apply for the position by clicking on the "Apply" button and completing the online application.

NC K-3 FORMATIVE ASSESSMENT PROCESS: SUCCESS DURING THE KINDERGARTEN YEAR 

Teachers, instructional coaches, and administrators in North Carolina’s public schools are sharing how their engagement with the NC K-3 Formative Assessment Process is impacting teaching and learning in classrooms across the state.  Kim Brooks, a kindergarten teacher at Hawks Nest STEAM Academy in Gaston County Schools, shared the following story.  This story illustrates the importance of utilizing whole-child data from the Kindergarten Entry Assessment (KEA) portion of the NC K-3 Formative Assessment Process in conjunction with other data to make instructional decisions for children. 

Kim Brooks had a child in her classroom who was performing poorly on various literacy assessments.  However, in looking at the whole child while gathering additional assessment data for the KEA, she began to notice strengths not reflected in some of the data previously gathered.  Through providing engaging hands-on experiences, Ms. Brooks began to notice the student’s abilities to complete project-based learning activities.

The student displayed higher-order thinking skills and a strong academic vocabulary that had not been previously evident. This additional assessment data provided Ms. Brooks with a more complete picture of the child so that she could better meet his needs and support academic success.  She began providing supplemental instruction, utilizing the letter naming progression to determine learning targets.  Because she had observational data regarding the student’s interests and approaches to learning, Ms. Brooks incorporated project-based learning and high-interest reading materials as she adapted and responded to the student’s instructional needs.  In addition, she involved the child’s mother in interventions. 

By the end of the year, the student was reading at grade level on the Reading 3D TRC assessment.  In fact, the little boy’s mother reports that he now asks for books instead of toys when they go shopping!  Ms. Brooks attributes growth for this child to an engagement in the formative assessment process, the attention to various domains of learning and development, and the use of multiple means of assessment.

For more information about the K-3 Formative Assessment Process, please visit our wiki or contact your regional K-3 Education Consultant.