THE BALANCED CURRICULUM

1 THE BALANCED . CURRICULUM . A Guiding Document for Scheduling and Implementation of the North Carolina Standard Course of Study at the Elementary Level Educating the Whole Child PUBLIC SCHOOLS OF NORTH CAROLINA. State Board of Education | Department of Public Instruction | Instructional Services Division STATE BOARD OF EDUCATION. HOWARD N. LEE. Chairman Raleigh JANE P. NORWOOD. Vice Chair Charlotte KATHY A. TAFT. Greenville MICHELLE HOWARD-VITAL. Wilmington EDGAR D. MURPHY. Durham EVELYN B. MONROE. West End MARIA T.

2 PALMER. Chapel Hill ROBERT TOM SPEED. Boone WAYNE MCDEVITT. Asheville JOHN TATE III. Charlotte PATRICIA NICKENS WILLOUGHBY. Raleigh BEVERLY PERDUE. Lieutenant Governor New Bern RICHARD MOORE. State Treasurer Kittrell NC DEPARTMENT OF PUBLIC INSTRUCTION. Michael E. Ward, State Superintendent 301 N. Wilmington Street Raleigh, North Carolina 27601-2825 In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, sex, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions, or employment.

3 The BALANCED CURRICULUM : A Guiding Document for Scheduling and Implementation of the North Carolina Standard Course of Study at the Elementary Level CONTENTS Page Foreword 1. A message from Howard N. Lee, Chairman, State Board of Education and Michael E. Ward, Superintendent, Public Schools of North Carolina Acknowledgments 4. June Atkinson, Director, Division of Instructional Services Background and Overview 8. What is a BALANCED CURRICULUM ? 11. What a BALANCED CURRICULUM is Not 16. Why Teach a BALANCED CURRICULUM ?

4 21. Questions and Answers: How to Implement a BALANCED CURRICULUM 26. Introduction to Sample Scenarios and Schedules 81. Grade Level Scenarios: Pre-Kindergarten 83. Kindergarten 85. First Grade 87. Second Grade 90. Third Grade 93. Fourth Grade 97. Fifth Grade 101. BALANCED CURRICULUM i November 2003. NCDPI. Special Area Scenarios: Arts Education 104. (Dance, Music, Theatre Arts, Visual Arts). Foreign Language (Second Language) 107. Physical Education 110. Media (Information Skills) 112. Technology (Computer Skills) 115.

5 English as a Second Language (ESL) 117. Exceptional Children Scenarios: Push In Service Delivery Model 118. Pull Out Service Delivery Model 121. Planning Scenarios: IEP Meeting 122. Exceptional Children/General Education 123. Multidisciplinary 124. Grade Level (Horizontal Planning) 126. Across Grade Level and Special Areas 127. (Vertical Planning). Sample Schedules 129. Preschool 131. Early Elementary (Grades K-2) 133. Upper Elementary (Grades 3-5) 136. Special Areas and Services 139. Looking Ahead 151.

6 Conclusions 167. Appendices 173. Resources and Bibliography 214. BALANCED CURRICULUM ii November 2003. NCDPI. The BALANCED CURRICULUM : A Guiding Document for Scheduling and Implementation of the North Carolina Standard Course of Study at the Elementary Level Foreword It is the intent of the North Carolina General Assembly and the State Board of Education, with the North Carolina Department of Public Instruction, that every student be offered a comprehensive educational program that includes ALL areas in the North Carolina Standard Course of Study (SCS).

7 Each elementary and middle school has responsibility, as funding allows, for making sure instruction is provided in arts education (dance, music, theatre arts and visual arts), English language arts, guidance, healthful living (health education and physical education), information skills and computer skills, mathematics, science, second languages and social studies. Students in grades 6-8 must have access to career-technical education. Although all disciplines are not tested, the Standard Course of Study must be taught.

8 It is important to teach all areas of the CURRICULUM , not just those which are assessed. For example, one of the most effective strategies for teaching the entire CURRICULUM is to teach English language arts and mathematics in conjunction with science, social studies, healthful living, foreign languages and the arts. Integration as a CURRICULUM implementation strategy links the content and skills from various disciplines. It is our belief that 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 as well as other indicators of student success.

9 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. 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. Awareness of the BALANCED CURRICULUM 1 2003. NC Department of Public Instruction Instructional Services Division impact on the learning of exceptional children and other children within the classroom needs to be observed when scheduling special services.

10 Even issues such as the lunch schedule and when recess or physical activity occur impact the overall classroom environment, and teachers'. abilities to deliver a BALANCED CURRICULUM and ultimately improve student achievement. This document examines how all elementary content areas can be taught within the existing school day. It is intended to provide leadership to teachers, administrators, and schools about implementing a BALANCED and comprehensive CURRICULUM , including all areas of the NC. Standard Course of Study.