Alignment Of OBPP To High School Common Core Standards .
1Alignment of the Olweus Bullying Prevention Program toHigh School Common Core Standards (Grades 9-12)Compiled by: Lucinda Mejdell-Awbrey and Nancy MullinIntroductionEducators who implement the Olweus Bullying Prevention Program (OBPP), or who are considering doing so, frequently ask if theOBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English languagearts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade(www.corestandards.org). Below are some examples of the many connections between the OBPP and Common Core Standards. AllClass Meetings and Curriculum Connections in Class Meetings That Matter for Grades 9-12 meet standards in at least one category.This is not an exhaustive list but is intended to: (a) illustrate the many connections between Common Core Standards and the OBPP,and (b) help educators identify OBPP sources that meet each standard.For more information about the OBPP, visit: www.violencepreventionworks.org or www.clemson.edu/olweus.For more information about Common Core Standards, visit: www.corestandards.org.OBPP materials include:OBPP Schoolwide Guide and DVD/CD-ROM (2007)OBPP Teacher Guide and DVD/CD-ROM (2007)Olweus Bullying Questionnaire (2007)Class Meetings that Matter: A Year’s Worth of Resources for Grades 9-12 (2012)Cyber Bullying: A Prevention Curriculum for Grades 6-12 (2008)High School Class Meetings and Individual Interventions: A Video Training Program for School Staff (2013)OBPP Companion Bibliography for Grades K-12 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
2Grades 9 & 10Common Core State Standards for English Language ArtsReading Standards for LiteratureStandardRL 9-10.1 Cite strong and thorough textual evidence tosupport analysis of what the text says explicitly as wellas inferences drawn from the text.RL 9-10.2 Determine a theme or central idea of a textand analyze in detail its development over the courseof the text, including how it emerges and is shapedand refined by specific details; provide an objectivesummary of the text.RL 9-10.3 Analyze how complex characters developover the course of a text, interact with othercharacters, and advance the plot or develop thetheme.Source(s)Class Meetings That Matter (Grades 9-12): No Room for Rumors, pp. 201210 & CD Doc 40Class Meetings that Matter (Grades 9 -12): Curriculum ConnectionsEnglish, pp. 35, 54, 195, 218; English Literature, p. 62Olweus Companion BibliographyClass Meetings That Matter (Grades 9-12): The Right Stuff, pp. 31-34 & CDDoc 3-4Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp. 35,54, 218; English Literature, p. 62Olweus Companion Bibliography pp. 43-56Class Meetings that Matter (Grades 9-12): Workplace Bullying Doesn’tWork, pp. 68-76,Class Meetings that Matter (Grades 9-12): Curriculum Connections,English, pp. 54, 218; English Literature, pp. 62; History/Civics, p. 144,Olweus Companion Bibliography 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
3RL 9-10.4 Determine the meaning of words andphrases as they are used in the text, includingfigurative and connotative meanings; analyze thecumulative impact of specific word choices onmeaning and tone (e.g., how the language evokes asense of time and place; how it sets a formal orinformal tone).RL 9-10.6 Analyze a particular point of view or culturalexperience reflected in a work of literature fromoutside the United States, drawing on a wide readingof world literature.RL 9-10.7 Analyze the representation of a subject or akey scene in two different artistic mediums, includingwhat is emphasized or absent in each treatment.RL 9-10.10 By the end of grade 9, read andcomprehend literature, including stories, dramas, andpoems, in the grades 9–10 text complexity bandproficiently, with scaffolding as needed at the high endof the range. By the end of grade 10, read andcomprehend literature, including stories, dramas, andpoems, at the high end of the grades 9–10 textcomplexity band independently and proficiently.Class Meetings that Matter (Grades 9 -12): Curriculum ConnectionsEnglish, pp. 35, 173; English Literature, p. 62; History/Civics p. 144Class Meetings that Matter (Grades 9 -12): Curriculum Connections,Foreign Language, p. 41Class Meetings that Matter (Grades 9-12): Curriculum Connections,English, pp. 35, 54Olweus Companion BibliographyReading Standards for Informational TextStandardRI 9-10.1 Cite strong and thorough textual evidence tosupport analysis of what the text says explicitly as wellas inferences drawn from the text. 2014 Olweus Bullying Prevention Program, U.S.06/12/2014Source(s)Class Meetings that Matter (Grades 9-12):Ethics Are for Everybody, pp. 108-111Untangling Stress, pp. 151-157No Room for Rumors, pp. 201-210 & CD Doc 40
4Turn Down the Tech, pp. 225-229The Right Stuff, pp. 31-34 & CD Docs 3-4Class Meetings that Matter (Grades 9 -12): Curriculum Connections,English, pp. 41, 144, 150, 183; History, 35, 41, 48, 62, 82, 92, 165;History/Civics, p. 214; Civics, pp. 35, 82, 105, 218; Civics/Current Events,pp. 150, 206; Social Science/Civics, pp. 72, 125; Life Science, pp. 165,137;Science pp. 157, 229; Psychology/Social Sciences, p. 118; Psychologyp.125; Media Arts, p. 54Cyberbullying- A Prevention Curriculum (Grades 6 -12): AllRI 9-10.2 Determine a central idea of a text andanalyze its development over course of the text,including how it emerges and is shaped and refined byspecific details; provide an objective summary of thetext.Olweus Companion Bibliography: pp. 3-56, 63-71Class Meetings That Matter (Grades 9-12):Teen Dating Abuse, pp. 119-129The Right Stuff, pp. 31-34 & CD Docs 3 - 4Connecting Sexting, pp. 230-240Workplace Bullying Doesn’t Work, pp. 68-76Ethical Cyberspace, pp. 215-224Understanding and Managing Depression, pp. 159-165Class Meetings that Matter (Grades 9 -12): Curriculum Connections,English, pp. 41, 144, 150, 183; History, 35, 41, 48, 62, 82, 92, 165;History/Civics, p. 214; Civics, pp. 35, 82, 105, 218; Civics/Current Events150, 206; Social Science/Civics, pp. 72, 125; Life Science, pp. 165,137;Science, p. 157, 229; Psychology/Social Sciences, p. 118; Psychology,p.125; Media Arts, p. 54Schoolwide Guide, CD Doc 1, Many Faces of Bullying 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
5Teacher Guide, CD Doc 29, Integrating Bullying Topics into YourCurriculum, Language ArtsRI 9-10.3 Analyze how the author unfolds an analysisor series of ideas or events, including the order inwhich the points are made, how they are introducedand developed, and the connections that are drawnbetween them.RI 9-10.4 Determine the meaning of words andphrases as they are used in a text, including figurative,connotative, and technical meanings; analyze thecumulative impact of specific word choices onmeaning and tone (e.g., how the language of a courtopinion differs from that of a newspaper).RI 9-10.5 Analyze in detail how an author’s ideas orclaims are developed and refined by particularsentences, paragraphs, or larger portions of a text(e.g., a section or chapter).RI 9-10.6 Determine an author’s point of view orpurpose in a text and analyze how an author usesrhetoric to advance that point of view or purpose.Olweus Companion Bibliography, p. 43-56, 63-71Olweus Companion Bibliography, p. 43-56, 63-71Schoolwide Guide, CD Doc 1, Many Faces of BullyingSchoolwide Guide, CD Doc 4, Brochure for ParentsClass Meetings That Matter (Grades 9-12): Curriculum Connections,History, p. 92; Human Growth & Development, p. 137; Ethics p. 144Cyberbullying: A Prevention Curriculum (Grades 6 – 12): AllOlweus Companion Bibliography, pp. 43-56, 63-71Cyberbullying: A Prevention Curriculum (Grades 6 – 12): All Class MeetingsOlweus Companion Bibliography, pp. 43-56, 63-71Schoolwide Guide: CD Doc 1, Many Faces of BullyingSchoolwide Guide: CD Doc 4, Brochure for ParentsClass Meetings that Matter (Grades 9-12): The Right Stuff, pp. 31-34 & CDDoc 3-4Class Meetings That Matter (Grades 9-12): Curriculum Connections,Human Growth and Development, p. 137 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
6Cyberbullying: Prevention Curriculum (Grades 6 – 12): AllRI 9-10.7 Analyze various accounts of a subject told indifferent mediums (e.g. a person’s life story in bothprint and multimedia), determining which details areemphasized in each account.Olweus Companion Bibliography, pp. 43-56, 63-71Class Meetings that Matter (Grades 9-12):Serving the Community, Reaching Outward, pp. 241-247Turn Down the Tech, pp. 225-229Ethical Cyberspace, pp. 215 -224Reciprocity May be Golden, pp. 100 -107Teacher Guide. CD Doc 17, DVD Scenarios and QuestionsClass Meetings that Matter (Grades 9-12): Curriculum Connections,History/Civics, pp. 35, 144; English, p. 97RI 9-10.8 Delineate and evaluate the argument andspecific claims in a text, assessing whether thereasoning is valid and the evidence is relevant andsufficient; identify false statements and fallaciousreasoningCyberbullying: A Prevention Curriculum (Grades 6-12): All Class MeetingsClass Meetings that Matter (Grades 9 -12):State Anti-Bullying Laws, pp. 36-41Seeing Through the Haze, pp. 178-185No Room for Rumors, pp. 207-210Consider the Underdog, pp. 93-97Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, p. 144RI 9-10.9 Analyze seminal U.S. documents of historicaland literary significance, including how they addressrelated themes and concepts.RI 9-10.10 By the end of grade 9, read andcomprehend literary nonfiction in the grades 9–10 text 2014 Olweus Bullying Prevention Program, U.S.06/12/2014Olweus Companion Bibliography, pp. 43-56, 63-71Class Meetings That Matter (Grade 9-12): Curriculum Connections,History/Civics, p. 35; Social Studies, p. 173; Civics, p. 105Class Meetings that Matter (Grades 9-12): The Right Stuff, pp. 31-34 & CDDoc 3-4
7complexity band proficiently, with scaffolding asneeded at the high end of the range. By the end ofgrade 10, read and comprehend literary nonfiction atthe high end of the grades 9–10 text complexity bandindependently and proficiently.Class Meetings that Matter (Grades 9 -12): Curriculum Connections,English, pp. 41, 144, 150, 183; History, pp. 35, 41, 48, 62, 82, 92, 165;History/Civics p. 214; Civics, pp. 35, 82, 105, 218; Civics/Current Events,pp. 150, 206; Social Science/Civics, pp. 72, 125; Life Science, pp. 165, 137;Science, pp. 157, 229; Psychology/Social Sciences, p. 118; Psychology, p.125; Media Arts, p. 54Olweus Companion Bibliography, pp. 43-56, 63-71Writing StandardsStandardW 9-10.1 Write arguments to support claims in ananalysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.Source(s)Class Meetings That Matter (Grades 9 -12): Curriculum Connections,History/Civics, pp. 48, 214; Civics, p. 218; Social Science/Civics, p. 30;English, pp. 41, 105, 137, 190; English Literature, p. 62; Human Growthand Development, p. 144.Teacher Guide, CD Doc 29, Integrating Bullying Topics into YourCurriculum, Language ArtsW 9-10.2 Write informative/explanatory texts toexamine and convey complex ideas, concepts, andinformation clearly and accurately though the effectiveselection, organization and analysis of content.Class Meetings That Matter (Grades 9-12):Community Connections, pp. 248-253No Room For Rumors, pp. 201-210Got Empathy, pp. 131 – 137What’s My Role, pp. 55 – 62W 9-10.2.b. Develop a topic with well chosen, relevantand sufficient facts, extended definitions, concreteClass Meetings That Matter (Grades 9-12): Curriculum Connections,details, quotations, or other information and examples English, pp.137, 48, 67, 144, 150, 165, 247; History, 35, 92, 165;appropriate to the audience’s knowledge of the topic. History/Civics, pp. 48, 214; Civics, pp. 35, 48, 137; ExtracurricularActivity/Student Government, p. 41; Social Science/Civics, pp. 72, 125 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
8W 9-10.2.a. Introduce a topic; organize complex ideas,concepts, and information to make importantconnections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), andmultimedia when useful to aiding comprehension.W 9-10.2c. Use appropriate and varied transitions tolink the major sections of the text, create cohesion,and clarify the relationships among complex ideas andconcepts.W 9-10.2.d. Use precise language and domain-specificvocabulary to manage the complexity of the topic.W 9-10.2.e. Establish and maintain a formal style andobjective tone while attending to the norms andconventions of the discipline in which they are writing.W 9-10.2.f. Provide a concluding statement or sectionthat follows from and supports the information orexplanation presented (e.g. articulating implications orsignificance of the topic).Cyber Bullying: A Prevention Curriculum (Grades 6-12): Creating a PositiveCyber Site, Part 1, pp. 105-116Cyber Bullying: Prevention Curriculum (Grades 6-12): AllClass Meetings That Matter (Grades 9-12): Community Contributions, pp.248-253Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp.30, 137, 30, 48, 67, 144, 150, 165, 173, 206, 247, 254; Historypp. 35, 41, 48, 92, 137, 144, 165, 214; Civics, pp. 35, 48, 235; StudentGovernment, p. 41; Social Science, pp. 72, 67, 125, 214Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 30, 137, 30, 48, 67, 144, 150, 165, 173, 206, 247, 254; Historypp. 35, 41, 48, 92, 137, 144, 165, 214; Civics, pp. 35, 48, 235; StudentGovernment, p. 41; Social Science, pp. 72, 67, 125, 214Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp. 30, 137, 30, 48, 67, 144, 150, 165, 173, 206, 247, 254; Historypp. 35, 41, 48, 92, 137, 144, 165, 214; Civics, 35, 48, 235; StudentGovernment, p. 41; Social Science, pp. 72, 67, 125, 214Class Meetings That Matter Grades 9-12): Curriculum ConnectionsEnglish, pp. 30, 137, 30, 48, 67, 144, 150, 165, 173, 206, 247, 254; History,pp. 35, 41, 48, 92, 137, 144, 165, 214; Civics, pp. 35, 48, 235; StudentGovernment, p. 41; Social Science, pp. 72, 67, 125, 214,Class Meetings that Matter (Grades 9-12):The Cyber Side of Anti-Bullying Rules, pp. 211-224Untangling Stress, pp. 151-154Consider the Underdog, pp. 93-99Site Seeing, pp. 242-247Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp. 30, 137, 30, 48, 67, 144, 150, 165, 173, 206, 247, 254; History, 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
9pp. 35, 41, 48, 92, 137, 144, 165, 214; Civics, pp. 35, 48, 235; StudentGovernment, p. 41; Social Science, pp. 72, 67, 125, 214W 9-10.3 Write narratives to develop real or imaginedexperiences or events using effective technique, wellchosen details, and well-structured event sequences.W 9-10.3.a. Engage and orient the reader by settingout a problem, situation, or observation, establishingone or multiple points of view, and introducing anarrator and/or characters; create a smoothprogression of experiences or events.W 9-10.3.b. Use narrative techniques, such asdialogue, pacing, description, reflection, and multipleplot lines, to develop experiences, events, and/orcharacters.W 9-10.3.c. Use a variety of techniques to sequenceevents so that they build on one another to create acoherent whole.W 9-10.3.d. Use precise words and phrases, tellingdetails, and sensory language to convey a vivid pictureof the experiences, events, setting, and/or characters.W 9-10.3.e. Provide a conclusion that follows from andreflects on what is experienced, observed, or resolvedover the course of the narrative. 2014 Olweus Bullying Prevention Program, U.S.06/12/2014Cyber Bullying: A Prevention Curriculum (Grades 6-12): How Does CyberBullying Affect People?, pp. 67-80,Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 48, 67, 97, 173, 195Cyber Bullying: A Prevention Curriculum (Grades 6-12): Why do PeopleCyber Bully Others?, pp. 88-92Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp. 48, 67, 97, 173, 195Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 48, 67, 97, 173, 195Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 48, 67, 97, 173, 195Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 48, 67, 97, 173, 195Cyber Bullying: A Prevention Curriculum (Grades 6-12): Why do PeopleCyber Bully Others? Pp. 88-92Class Meetings That Matter (Grades 9-12): Curriculum ConnectionsEnglish, pp. 48, 67, 97, 173, 195
10W 9-10.4 Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined instandards 1-3 above.)Class Meetings That Matter (Grades 9-12): Curriculum Connections,English, pp 137, 48, 67, 144, 150, 165, 247; History, pp. 35, 92, 165;History/Civics, pp. 48, 214, Civics, pp. 35, 48, 137; ExtracurricularActivity/Student Government, p. 41; Social Science/Civics, pp. 72, 125Cyber Bullying: A Prevention Curriculum (Grades 6-12): Why do PeopleCyber Bully Others? pp. 88-92W 9-10.5 Develop and strengthen writing as needed by Class Meetings That Matter (Grades 9-12): Community Contributions, pp.planning, revising, editing, rewriting, or trying a new248-253approach, focusing on addressing what is mostClass Meetings That Matter (Grades 9-12): Curriculum Connections,significant for a specific purpose and audience. (Editing History, pp. 35, 48, 235; History/Civics, pp. 41, 48, 82, 150; Media Arts, pp.144, 247, 254; Information Technology, p. 214; Health/Physical Education,for conventions should demonstrate command ofLanguage standards 1–3 up to and including grades 9- p. 118; English, p. 11110.)W 9-10.6 Use technology including the Internet toClass Meetings That Matter (Grades 9-12): Community Contributions, pp.produce, publish and update individual or shared248-253writing products, taking advantage of technology’sClass Meetings That Matter (Grades 9-12): Curriculum Connections,capacity to link to other information and to displayinformation flexibly and dynamically.Media Arts, pp. 144, 247, 254 ; Information Technology Pg. 214;Health/Physical Education/Sexuality Education, p. 118; English, p. 111;History/ Civics, p. 48Cyber Bullying: A Prevention Curriculum (Grades 6-12): Creating a PositiveCyber Site, Part 1, pp. 105-116Class Meetings That Matter (Grades 9-12): Community Contributions, pp.248 – 253W 9-10.7 Conduct short as well as more sustainedresearch projects to answer a question (including aself-generated question) or solve a problem; narrow orClass Meetings That Matter (Grades 9-12): Curriculum Connections,broaden the inquiry when appropriate; synthesizeHistory, pp. 35, 48, 235; History/Civics, pp. 41, 48, 82, 150; Media Arts, pp.multiple sources on the subject, demonstrating144, 247, 254; Information Technology, pp. 214; Health/Physicalunderstanding of the subject under investigation.Education, p. 118; English, p. 111; 2014 Olweus Bullying Prevention Program, U.S.06/12/2014
11W 9-10.8 Gather relevant information from multipleauthoritative print and digital sources, using advancedsearches effectively; assess the usefulness of eachsource in answering the research question; integrateinformation into the text selectively to maintain theflow of ideas, avoiding plagiarism and following astandard format for citation.W 9-10.9 Draw evidence from literary or informationaltexts to support analysis, reflection, and research.W 9-10.10 Write routinely over extended time frames(time for research, reflection and revision) and shortertime frames (a single sitting or a day or two) for arange of tasks, purposes and audiences.Class Meetings That Matter (Grades 9-12): Community Contributions, pp.248-253Class Meetings That Matter (Grades 9-12): Curriculum Connections,History, pp. 35, 48, 235; History/Civics, pp. 41, 48, 82, 150; Media Arts, pp.144, 247, 254; Information Technology, p. 214;
OBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade (www.corestandards.org). Below are some examples of the many connections between the OBPP and Common Core .
OBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade (www.corestandards.org). Below are examples of OBPP materials that meet Common Core Standards.
OBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade (www.corestandards.org). Below are examples of OBPP materials that meet Common Core Standards.
Alignment REPORTER website www.alignment-reporter.com. 3.2.1. Installing the Windows software If using the Alignment REPORTER CD, place it in the CD-ROM drive. The Alignment REPORTER welcome screen should appear automatically. If not in possession of the CD, visit www.alignment-reporter.com to create an account and download the software.
for each alignment (1). Estimates of phylogeny and inferences of pos-itive selection were sensitive to alignment treat-ment. Confirming previous studies showing that alignment method has a considerable effect on tree topology (12–14), we found that 46.2% of the 1502 ORFs had one or more differing trees depending on the alignment procedure used.
This procedure was developed for the alignment of the Wide Field Corrector for the Hobby Eberly Telescope, which uses center references to provide the data for the system alignment. From previous experiments, we determined that using an alignment telescope or similar instrument would not achieve the required alignment uncertainty.
Insert Chuck into Alignment Port Press the Alignment Button down and hold it. Match the either of the Alignment Guides on the Chuck with the 118 Notch on the Alignment Port. Insert the Chuck. While holding the button down, slide the drill bit forward until it touches the Drill Stop and the Chuck is pushed all the way into the Alignment Port .
Alignment checks INSTALL‐8 Permitted indicator values for alignment checks INSTALL‐9 Alignment measurement guidelines INSTALL‐9 Attach the dial indicators for alignment INSTALL‐10 Pump‐to‐driver alignment instructions INSTALL‐10,11,12,13
and STM32F103xx advanced ARM-based 32-bit MCUs Introduction This reference manual targets application developers. It provides complete information on how to use the low-, medium- and high-density STM32F101xx, STM32F102xx and STM32F103xx microcontroller memory and peripherals. The low-, medium- and high-density STM32F101xx, STM32F102xx and STM32F103xx will be referred to as STM32F10xxx .
