PUBLIC SCHOOLS OF NORTH CAROLINA
The Balanced
Curriculum 6-8
North Carolina
Department of Public Instruction
Division of
Middle Grades Education
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Workshop Objectives
• To provide an overview of the
Balanced Curriculum Initiative and
Resulting Document for the Middle
Grades
• To explore the philosophy,
resources and issues addressed in
the Balanced Curriculum Document
in more depth and in relationship to
all content areas
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Background
• Need identified through communications
from the field
• Curriculum committees formed
• Elementary document completed in Jan.
2004
• Middle school document completed in Feb.
2006
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Surveys (Jan-Feb 2005)
Teachers/Instructional Support Staff
3140 completed
Principals and Assistant Principals
271 completed
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Where are NC’s Schools Today?
Data from the surveys, individual
classroom schedules and whole
school schedules indicated:
Heavy emphasis on tested areas;
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44% of administrators reported providing
larger amounts of instructional time for
tested subject areas;
34% - double blocking ELA;
30% - double blocking MA;
34% teaching SS or SCI 1/2 of year.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Where are NC’s Schools Today?
Under-emphasis or not teaching those areas
which are not tested (including dance, foreign
language, music, physical education, theatre arts, visual
arts, health education, science and social studies);
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Educators repeatedly voiced concerns
over the practices of teaching social
studies or science for less instructional
time (1/2 year, every-other day, or shorter
time periods than ELA or MA);
Many elective areas were not available in
participants’ schools (ex: Dance – 11%)
Many educators voiced concerns over
the lack of delivery of the guidance
curriculum.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Where are NC’s Schools Today?
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Assigning remediation during elective
or non-tested classes;
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68% of administrators reported placing
students in remediation during elective
periods;
•
15% reported placing students in
remediation during SS or SCI
Teaching skills in isolation
(e.g. “EOG prep”);
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Where are NC’s Schools Today?
Inadequate collaborative planning time,
(especially across and between grade levels, special services
and special areas).
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65% of educators and 78% of administrators
reported that it is very important to integrate
curricula in order to teach the SCS;
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Collaborative planning was scheduled to occur
occasionally (33%); monthly (30%) and weekly
(24%) in administrators’ schools.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
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.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
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)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
What is a Balanced Curriculum?
• Prepares students for success in school
and in life (NCLB/NCDPI)
• Is inclusive of all subjects verses only
those subjects tested (NCLRC)
• Promotes brain growth and development
through an enriched environment
(Diamond & Hopson)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
What is a Balanced Curriculum?
• Creates active
participants rather
than passive
observers
(Diamond & Hopson)
• Allows students to
use the whole brain
(Zull)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
What a Balanced Curriculum is
NOT:
• An individual effort
• Planning and teaching in isolation
• Teaching to the test
• Teaching only English Language Arts,
Mathematics and Science
• “One size fits all”
• Teaching without assessing student
needs
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
What a Balanced Curriculum is
NOT:
• Teaching the text
• Teaching favorite/most comfortable
topics
• “Fake” integration
• A program
• Only for some children
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
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)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Why Teach a Balanced
Curriculum?
• Life skills (CCSSO)
• Connections (Jensen)
• Brain development (Diamond & Hopson)
• Multiple intelligences (Gardner)
• Meets the needs of young adolescents
(relates to dropout and suspension/expulsion rates)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Current Trends in Education:
Balanced Curriculum
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Read the article
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Discussion
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Identify the issue(s) addressed in the article.
How are the issues relevant to the Balanced
Curriculum philosophy and to your teaching
or job responsibilities?
Share with the whole group
(note: each group is reading a different article)
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Balanced Curriculum in Action
QUESTIONS AND ANSWERS (pp.27-116)
• Suggestions/guidance/
recommendations for issues
impacting scheduling at the middle
school level
(with links to resources)
• Addressed through Q and A format
and supported by research
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
The Scheduling Process
(pp 117-135)
Includes recommended principles for
developing a schedule (NCMSA)
Includes Samples
• Departmentalized
• Rotating Block
• Flexible Block
Includes Considerations for Electives
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
A Day in the Life (pp 137-207)
• Provides “glimpses” of how the school
day is structured and what might be
taking place in various classrooms
• Illustrates what might be occurring
during various times on a given day
• Includes Content Area and Collaboration
Scenarios
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Looking Ahead (pp 209-232)
• Examines issues with time and
learning
• Identifies education programs and
practices that support a Balanced
Curriculum
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Conclusions (pp 233-241)
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.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Examining the Pieces
• Group Work: Using the guiding
questions that follow, examine
your SCS area with your group.
• Discussion/Sharing: Elect a
spokesperson to report your
findings to the whole group.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Examining the Pieces (continued)
• Why is this piece important?
Discuss the content area and its importance as
part of the BC. What are some ways that this
particular content area contributes to the BC?
• Where can it be taught?
HOW is the content area delivered as part of the
BC (i.e. grade level content area classroom,
AIG, EC, special areas/electives, CTE, media,
technology, counseling, etc.)?
• How?
What models might support implementation of the
BC in regards to this area (team teaching,
collaborative planning, etc.)?
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Accessing the Document
• On the web and through NCDPI
Publications:
http://www.ncpublicschools.org/curricul
um
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Potential Applications
• System, Whole-school, grade level,
subject area, or individual professional
development (Philosophy, discussion
groups, SIP, etc)
• As a resource linked to other PD
• Methods classes for pre-service teachers
• Tool for parents
• Scheduling committee/administrators
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
Putting the Pieces Together
• What is going well in your school in
regards to a Balanced Curriculum?
• What are the roadblocks that inhibit
delivery of the BC?
• What are the next steps in
facilitating a BC in your school?
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
PUBLIC SCHOOLS OF NORTH CAROLINA
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
• develop new and necessary skills and abilities to be
successful in school and in life.
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION