Transcript CTE Mentor Collab Nov 19 MCS

San Diego County Office of Education
San Diego County Office of Education
Designated Subjects CTE/Adult Ed Credential LEA
Mentor Collaboration Workshop
Susie Johnson
November 19, 2013
An Overview of
Common Core State Standards and
CTE Model Curriculum Standards
Designated Subjects CTE/Adult Ed Credentials
Susie Johnson
November 19, 2013
CTE Model
Define Literacy across all disciplines
 Analyze Instructional Shifts
 Explore the “new” CTE Model
Curriculum Standards (MCS)
 Deepen your understanding of
Common Core State Standards (CCSS)
 Assess the relationship between the
CTE MCS and CCSS



Source: www.corestandards.org
Who’s In?
Who’s Not?
Content Literacy in ALL subjects
Mathematics Literacy
Building knowledge through content rich Focus strongly where standards
focus
nonfiction
Reading, writing and speaking grounded
in evidence from text, both literary and
informational
Coherence: think across grades, and
link to major topics within grades
Regular practice with complex text and
its academic language
• Rigor: in major topics pursue:
• conceptual
understanding,
• procedural skill and
fluency, and
• application with equal
intensity
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
Shift 1
Focus
Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2
Coherence
Principals and teachers carefully connect the learning within and across grades
so that students can build new understanding onto foundations built in previous
years.
Shift 3
Fluency
Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions.
Shift 4
Deep
Understanding
Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn
the math.
Shift 5
Application
Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Shift 6
Dual Intensity
Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.


CCSS for K-12 replace:
◦ English Language Arts
◦ Mathematics
Literacy Standards Grades 6-12
complement:
◦ History/Social Science Standards
◦ Science Standards
◦ CTE Model Curriculum Standards
◦ Emphasizes a focus on disciplinespecific vocabulary
◦ Unique text structures found in
informational texts
◦ Reading and writing in all classrooms
◦ Focus on critical analysis and evidence
NAEP Reading Assessment: Distribution
of Literary and Informational Passages
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment
of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc
Law and Public Safety
1420 – 1740L
Agriculture/Natural Resources
1270 – 1510L
Education and Training
1320 – 1370L
Transportation, Distribution and Logistics
1170 – 1350L
Architecture/Construction
1210 – 1340L
Business and Administration
1210 – 1310L
Health Science
1260 – 1300L
Hospitality and Tourism
1230 – 1260L
Scientific Research/Engineering
1190 – 1250L
Arts/AV Technology/Communications
1100 – 1190L Source: Aligning the Journey with the Destination, by Gary Williamson, Ph.D.; 2006
Number and Quantity
 Algebra
 Functions
 Modeling
 Geometry
 Statistics and Probability
 Calculus

1. Make sense of problems & persevere in
solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique
the understanding of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in
repeated reasoning
New system will begin in 2014-15.
 CA students will be assessed by the
Smarter Balanced Assessment Consortium
(SBAC).


Assessments will include:
◦ Performance Assessments (interim &
summative)
 Selected Response
 Constructed Response
 Extended Performance Assessments
◦ Re-take option (summative)
The new model curriculum
standards are available
online at:
http://www.cde.ca.gov/ci/
ct/sf/ctemcstandards.asp
Industry
Pathway
Anchor
CCSS
Research
 Bloom’s
Taxonomy (Revised)
 Rigor and Relevance Framework –
◦ Bill Daggett
 Knowledge
Dimension –
◦ Anderson, Lorin and David Krathwohl
 Depth
of Knowledge –
◦ Norman L. Webb
9
Rigor/Relevance Framework
18
Beyond Knowledge Construct
Knowledge
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall,
locate
(DOK Level 1)
Performance
Use
one-step
process to
solve routine
problems
11
Apply
multiple step
process to
solve routine
problems
Solve
non-routine
problems using
a sequence of
steps
Create
solutions to nonroutine real world
complex problems
using multiple steps
and sources
Beyond Knowledge Construct
Knowledge
Metacognitive
to form a coherent
whole
Procedural
how parts relate, find
Coherence
Conceptual
clarify, give examples
Factual
recognize, recall,
locate
Performance
Use
one-step process
to solve a routine
problem
Apply
multi-step process
to solve routine
problems
Solve
non-routine
problems using
multiple steps
Create
solutions to real world
non- routine , complex
problems using
multiple steps
Factual
Access
Define
Describe
Find
Identify
Label
List
Locate
Match
Name
Recall
Recite
Recognize
Remember
Retrieve
Select
State
13
Conceptual
Adhere
Apply
Classify
Communicate
Compare
Demonstrate
Develop
Discriminate
Employ
Explain
Implement
Infer
Interpret
Maintain
Organize
Participate
Practice
Promote
Summarize
Transfer
Understand
Use
Procedural
Analyze
Assess
Comply
Compare
Contrast
Deconstruct
Deduce
Defend
Detect
Diagram
Differentiate
Discern
Distinguish
Enhance
Evaluate
Experiment
Explore
Illustrate
Integrate
Research
Solve
Test
Metacognitive
Advocate
Build
Compile
Compose
Construct
Create
Design
Devise
Formulate
Invent
Plan
Predict
Produce
Reconstruct
Reorganize
Synthesize
Beyond Knowledge Construct
Knowledge
DOK
4
Metacognitive
form a coherent
whole
DOK
3
Procedural
how parts relate, find
Coherence
DOK
2
Conceptual
clarify, give examples
Factual
recognize, recall,
locate
DOK
1
Use
one-step
process to
solve routine
problems
14
Performance
Apply
Solve
multiple step
process to
solve routine
problems
non-routine
problems using
a sequence of
steps
Create
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
Beyond Knowledge Construct
Knowledge
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall,
locate
(DOK Level 1)
List 15 building
products and find
a “green”
alternative to
each one
Performance
Use
one-step
process to
solve routine
problems
15
Apply
multiple step
process to
solve routine
problems
Solve
Create
non-routine
problems using
a sequence of
steps
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
Beyond Knowledge Construct
Knowledge
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall,
locate
(DOK Level 1)
List 15 building
products and find
a “green”
alternative to
each one
Construct a 1/8th
scale model of a
garage using only
recycled materials
Performance
Use
one-step
process to
solve routine
problems
16
Apply
multiple step
process to
solve routine
problems
Solve
Create
non-routine
problems using
a sequence of
steps
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
Beyond Knowledge Construct
Knowledge
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall,
locate
(DOK Level 1)
Explain the
advantages and
disadvantages of
using recycled
building materials
List 15 building
products and a
“green”
alternative to
each
Construct a 1/8th
scale model of a
garage using only
recycled materials
Performance
Use
one-step
process to
solve routine
problems
17
Apply
multiple step
process to
solve routine
problems
Solve
Create
non-routine
problems using
a sequence of
steps
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
Beyond Knowledge Construct
Knowledge
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall,
locate
(DOK Level 1)
Explain the
advantages and
disadvantages of
using building
recycled materials
Develop a windresistant solar carport
for student parking
lots and convince the
school board to fund
it.
List 15 building
products and a
“green”
alternative to
each
Construct a 1/8th
scale model of a
garage using only
recycled materials
Performance
Use
one-step
process to
solve routine
problems
18
Apply
multiple step
process to
solve routine
problems
Solve
Create
non-routine
problems using
a sequence of
steps
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
Levels
Knowledge
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
© 2012 International
Center for Leadership in
Education
Employer
Industry Specific
Pathway Standards
Industry Sector Anchors
(Knowledge and Performance Anchor Standards)
Standards for Career Ready Practice
28
Standards for Career Ready Practice
1. Apply appropriate technical skills and
academic knowledge
2. Communicate clearly, effectively, and with
reason
3. Develop an education and career plan
aligned to personal goals
4. Apply technology to enhance productivity
5. Utilize critical thinking to make sense of
problems and persevere in solving them
6. Practice personal health and understand
financial literacy
Standards for Career Ready Practice(cont.)
7. Act as a responsible citizen in the
workplace and the community.
8. Model integrity, ethical leadership, and
effective management.
9. Work productively in teams while using
cultural/global competence.
10. Demonstrate creativity and innovation.
11. Employ valid and reliable research
strategies.
12. Understand the environmental, social, and
economic impacts of decisions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Academics
Communications
Career Planning and Management
Technology
Problem Solving and Critical Thinking
Health and Safety
Responsibility and Flexibility
Ethics and Legal Responsibilities
Leadership and Teamwork
Technical Knowledge and Skills
Demonstration and Application
Anchor
Standard
2.0, 3.0, 4.0 . . .
Performance
Indicator
2.1, 2.2, 2.3 . . .




ALL anchor standards should be addressed in
every course.
SOME pathway standards should be addressed
in every course.
Projects and Assignments should be progressive
using the Beyond Knowledge Construct.
Projects and Assignments that don’t address
anchor or pathway standards should be dropped
or revised to address standards.
Arts, Media, Entertainment
35
Construction Trades
Changed from
Know and
Understand to
the use of
action verbs
that are
rigorous,
clear, specific
and
measurable.
36
CCSS
Pathway
Standards

CTE Model Curriuclum Standards
http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

Common Core State Standards Initiative
http://www.corestandards.org/

Smarter Balanced Assessment Consortium
http://www.smarterbalanced.org/

San Diego County Office of
Education/Designated Subjects Credentials
http://www.sdcoe.net/student-services/rop/Pages/default.aspx

Review this presentation online
http://www.sdcoe.net/human-resources/credentials/Pages/designatedsubject-credentials.aspx





Meet with your new teachers and discuss
what you have learned about CCSS and CTE
MCS
Encourage new teachers to ask questions
Explore challenges positively
Remind CTE teachers to reach out to their
academic partners
We are here to help!