Transcript PA-CCS and MCTI 2013-14 - Monroe Career & Technical

PA Core Standards
and Academic
Integration
Mrs. Michelle Bonser
Mrs. Joann Gomez
Mr. James Granahan
Mr. Patrick McHale
Dr. Carolyn Shegelski
Mr. Frank Zaso
Monroe Career & Technical Institute
23 Programs at MCTI
• Auto Collision Repair
• Automotive Technology
• Building Trades
Maintenance
• Carpentry
• Computer Networking &
Security
• Computerized Machine
Tool Technology
• Cosmetology
• Criminal Justice
• Culinary Arts
• Diesel Technology
• Drafting & Design
Technology
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Electrical Technology
Electronics Technology
Graphic Communications
Health Professions
Horticulture
Hotel, Resort, & Tourism
Management
HVAC
Marketing
Masonry
Plumbing Technology
Power Equipment Technology
Welding Technology
Topics
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PA Core Standards in MCTI Learning Guides
Meeting the PA Core Standards in Reading
Meeting the PA Core Standards in Writing
Adding PA Core Standards of Mathematical Practice to CTE
Math Content
Integrating Academic Standards at MCTI
Instructors teaching CTE program
tasks and helping students to make
connections to academic content
standards so that students are college
and career ready.
Learning
Guides
Updated Learning Guides in 2013
• PA Core Standards
▫ BCTE put out a list of correlated ELA (reading and writing) and
Math content standards for some programs.
▫ Coaches correlated ELA and Math PA Core Standards with
programs that were not included using their knowledge and
expertise.
• Updated PA Content Standards
 Coaches put in correlating Science, CEW, Business,
Technology, Art, Health and Physical Education, etc. content
standards.
PA Core Standards for ELA & Math
in the Learning Guides
• Focus Standards I & II
▫ English Language Arts (ELA) – reading and writing
▫ Problem Solving, Measurement, and Calculation
 Some Algebra and Geometry for those programs who
have more advanced math content
• Connecting Standard
▫ Grades 5-8 Math Standards that students are
expected to already know so they are prepared to learn
the mathematics that is part of their trade area or
industry.
MCTI Website
• www.monroecti.org
▫ Programs tab
www.guides4learning.com
ELA Found in Many Programs
• Cite specific textual evidence to support analysis of
science and technical texts…
• Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks…
• Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are
used in a specific scientific or technical context…
• Integrate and evaluate multiple sources of information …
• Produce clear and coherent writing…
• Write informative/explanatory texts…
Math Found in Many Programs
• Apply properties of rational and irrational
numbers to solve real world or mathematical
problems.
• Use units as a way to understand problems and
to guide the solution of multi-step problems.
• Choose a level of accuracy appropriate to
limitations on measurement when reporting
quantities.
• Extend the knowledge of arithmetic operations
and apply to complex numbers.
Math Found in Some Programs
• Summarize, represent, and interpret data…
• Analyze relationships between two-dimensional
and three-dimensional objects.
• Apply trigonometric ratios to solve problems
involving right triangles.
Grades 5-7 Basic Math Standards that
Students Should Already Know
• Identify and choose appropriate processes to
compute fluently with multi-digit numbers.
• Model and solve real-world and mathematical
problems …
• Solve problems using conversions within a given
measurement system.
• Apply and extend previous understandings of
numbers to the system of rational numbers.
• Analyze proportional relationships and use them to
model and solve real-world and mathematical
problems.
Some Programs Need Students to Know
Grades 6-8 Geometry
• Apply appropriate tools to solve real-world and
mathematical problems involving area, surface
area, and volume.
• Solve real-world and mathematical problems
involving angle measure, area, surface area,
circumference, and volume.
• Understand and apply the Pythagorean Theorem
to solve problems.
What do CTE teachers need to do with
these “new” PA Core Standards?
• Most of the ELA standards, especially the
reading and vocabulary, have already been
integrated as part of the literacy strategies
teachers are already using.
• Writing needs better implementation and
additional strategies.
• PA Core Standards of Math Practice need
to be included in the existing math instruction.
Data analysis of NOCTI testing results at the class and student
level.
Professional Development that includes teachers working with
coaches in small groups and one-to-one.
Adapting research based and best practices to work with CTE
content and instruction.
Individual and Small Group PD
• Half day Individual Meeting to assist
teachers in learning, practicing, and
documenting PA Core Standards of Math
Practice and ELA strategies into their
instruction.
• Small Group Meetings to discuss
instructional practices that exemplify how
teachers are incorporating the PA Core
Standards of Mathematical Practice and
ELA into their teaching practice.
• One to One Meetings to assist teachers
with lesson planning and implementation.
Professional Development Topics over
the Last Three Years
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Reading, Chunking Text, Main Ideas
Content Retention Strategies
Vocabulary Strategies
Collins Writing
Instructional Strategies that use Technology
PA Core Standards for Mathematics and ELA
PA Core Standards of Mathematical Practice
Essential Math Questions Activities with links to
NOCTI and PA Core Standards of Math Practice
• NOCTI Data – Task Link Data Analysis, Integrated
Academic Report
A Computerized
Machine
Technology
student uses an
app on his cell
phone while
working on a
project.
What do we do to implement these?
What do they look like in the CTE theory room?
What strategies do we already have?
What do we need to improve?
ELA
▫ Reading for Comprehension
 High Interest Articles related to
trade area
▫ Chunking Information
 “Foldables” Note-making
▫ Vocabulary
▫ Collins Writing
▫ Main Ideas and Summaries
Health Occupations
students make notes
using Dinah Zike’s
Foldables.
These are Layered
Books and Tabbed
Books.
http://www.dinah.com/
Vocabulary Strategies
• Flash Cards
• Word Walls – provided teachers with paper
and markers
▫ www.monroecti.org → Resources Tab → Literacy
Resources→ Word Walls
• Quizlet - anytime online flashcard resource
▫ http://quizlet.com/
Criminal Justice
students create a
word wall of
terminology. The
shape of the
construction
paper cut-out is
the same as their
badge!
Graphic
Communications
students practice
terminology with
a flash card circle.
Collins Writing
• Instructors were given professional development
on Collins Type 1 and Type 2 early in the school
year.
• Introduced to Type 3 and the 10% Summary
 www.collinsed.com
 http://www.collinsed.com/PDFs/10_summary_foc
us_sheet_START.pdf
Building
Trades
Maintenance
students
completing a
Collins Type 1
Writing
assignment.
NOT Math Content
Excerpts from PA Core Standards
for Mathematical Practice
• NOT content
standards
• Describe ways
students should
engage mathematics
• Connect the content
to practical
situations and
technology
• Balanced
combination of
procedure and
practice
• Encourage multiple
representations…
• Require students to
explain and justify
solutions, procedures,
and mathematical
thinking
PA Core Standards of Math
Practice or “Mathematical
Thinking” Adapted for CTE
1. Spend time and energy on problems that are important to
your trade. Practice frequently and over time …
2. Connect the math in the program to academic math…
3. Develop speed and accuracy with simple calculations that
are part of your trade area…
4. Memorize math facts, equivalents, or formulas as needed to
do the job.
5. Fully understand and be able to work easily with a problem
or concept before moving on …
6. Use the appropriate math concepts as part of the job …
7. Know what math is needed for this job or task, why it is
needed, and be able to use it.
Examples of What it Looks
Like in the Classroom
• Students talk about each other’s answers, thinking,
and work.
• Students show their work and can justify their
solution process and answers. Students can revise
their work and justifications.
• Students persevere to make sense of the problems at
points of difficulty, challenge or error.
▫ “Grit” http://www.ted.com/talks/angela_lee_duckworth_th
e_key_to_success_grit
Examples of some Questions to
Increase Mathematical Thinking:
• What happens if this
value/measurement/parameter changes?
• Are the units appropriate?
• Do the results make sense?
• What was your estimate?
• What errors are possible? How do you
prevent them or recognize it if you make a
mistake?
Additional Resources
• Previous slides were excerpts from a teacher
handout
• Full Document is at…
www.monroecti.org under Resources → Numeracy
Resources → Integrating Mathematics Resources →
Core Standards of Math Practice for CTE Teachers
How do I use these ideas and
questions to add rigor and PA Core
Standards of Math Practice in my
planning and teaching?
• Choose questions that fit with your content, style of
teaching, what practice you are focusing on, etc.
• Incorporate these questions as a warm-up, review,
formative assessments, Collins Writing, etc.
• Use the “Math Problem of the Day” to bring more math
into your theory lessons
• Develop “Essential Math Problems” for the important
math concepts in your trade.
Math Problem of the Day Examples
A math focus topic for every month and a problem for every
day.
• December
Eddie is helping his father panel the family room. As they are working
with the trim, Eddie’s father notes that the final piece of trim is 6 ½’ long.
The last section of wall they need to trim is 4 ¾’. There are also a few
other smaller sections where they could use any trim that is left over. How
much trim will they have left after completing the last section of wall?
Explain how to check your solution for accuracy.
• March
The range of a set of data is the difference between the greatest and least
numbers in the set. The highest point on Earth is Mt. Everest at 29,028’. The
lowest point is the Marianas Trench at 38,635’ below sea level. Find the range
of the highest and lowest points on Earth. Explain how range is used in your
program or another example.
• www.monroecti.org
Resources > Numeracy Resources
HVAC
students
collaborate
on solving
the Math
Problem of
the Day.
Essential Math Problems are…
• Problems that exemplify the mathematics that
the students must know how to do to be
successful on the NOCTI, Certification Tests,
or on the job.
▫ Specific for each program area
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5 to 10 problems or divided up by levels
They should be word/situational problems
This is NOT content, such as “FRACTIONS”
They can be from any source such as: textbook
examples, NOCTI practice problems, Certification
Test examples, teacher made problems, etc.
Essential Math Problem Example
• Basic:
▫ An operation sold 175 chicken salad sandwiches from a
total of 700 food items. What is the menu mix
percentage for chicken salad sandwiches?
• Increased Rigor:
▫ The hospital cafeteria has a variety of food items.
There are hot and cold entrees, sandwiches, salads,
desserts, and beverages. The management is trying to
maximize profits. Last week they sold 175 chicken
salad sandwiches from a total of 700 food items. What
is the menu mix percentage for chicken salad
sandwiches? Why do you think your answer makes
sense?
Using the Essential Math Problems in
my teaching practice…
• Consistent Practice
▫ Direct Instruction
▫ Cooperative Learning
• Timely Feedback
• Building Numeracy
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Number Sense
Resiliency and Perseverance
Scaffold or Challenge
Problem Solving Strategies
NOCTI results
Perkins Indicators
2014-15
MCTI’s NOCTI Post-Test score statistics
for the last 7 years
Advanced & Proficient Percentage
•2008 - 67.9%
•2009 - 73.0%
•2010 - 83.0%
•2011 - 83.3%
•2012 - 90.1%
•2013 - 94.9%
•2014 - 93.5%
NOCTI Pre and Post Test
• Analyze the class and individual student:
▫ Task Link Report
▫ Integrated Academic Reports
• Instructors plan for NOCTI Improvement using
the information from their data analysis
According to Perkins Performance
Indicators for 2012-13
• MCTI is above the state expectation in 6 of the 8
categories and beats statewide performance
scores in 7 of 8.
The Future
• Professional Development and Coaching to
improve:
▫ Technology based resources and strategies
▫ ELA
 10% Summary
 Collins Writing Type 3 and beyond
▫ Mathematics
 Essential Math Problems for each program area
Contact information
• Dr. Carolyn Shegelski – Assistant Director
▫ [email protected]
• Michelle Bonser - Mathematics Coach
▫ [email protected]
Teachers
• James Granahan [email protected]
• Patrick McHale [email protected]
• Frank Zaso
[email protected]