Transcript Slide 1

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Connecting CTE to the
Common Core State Standards
And Next Generation Assessments
Dale Eggebraaten, Senior Associate
Successful Practices Network
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Agenda
About the Successful Practices Network
Review a new vision for secondary education based
on a convergence of CTE and Academics – Why
Change!
Help CTE identify & strengthen the academic links
Provide tools and strategies to facilitate Integration
of CCSS via the Next Network.
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When you think about change,
how many of you feel this way?
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When you think about change,
how many of you feel this way?
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I am hoping as you move
forward with this project, who
will become more like this !
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I am hoping as you move
forward with this project, who
will become more like this !
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The Challenges / Opportunitties
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher Evaluation Based on Student
Performance
• Prepare Students for the World Beyond
School
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The primary aim of education is
not to enable students to do well
in school, but to help them do well
in the lives they lead outside of
school.
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Changing Workplace
Changing Workplace
21st Century is HERE !!!
• What do these changes mean for “what”
you teach?
• What do these changes mean for “how” you
teach?
• What do these changes mean for “how your
students come to you?”
1964 IBM System / 360 Mainframe
Central Units’ Memory = 8 MB
Projection Keyboard and Projector
Bionic Contacts
Recognition Robots
Translation Goggles
What do you believe
your Students Should:
 Know
 Be Able to Do
 Be Like
Employment 1970’s
High Skill
Low Skill
Employment 1990’s
High Skill
Semi Skill
Low Skill
Employment 2010s
High Skill
Semi Skill
Low Skill
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The Transition of Vocational Education
To
Career and Technical Education
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1970’s
Vocational Education
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Academic Education
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1980’s
Occupational Education
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Academic Education
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2000
Career and Technical Education
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Academic Education
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2014
Applied Academics
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Academic Education
1970’s
1990’s
2010’s
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Vocational Education vs CTE
• CTE
• VOCATIONAL
 Learning to do
 Job specific skills in the skilled






trades
Prep for lifetime employment
A non college track
Apart from academics
Credentialed by Diploma
Text and manual based
information
Trade and Technical High
Schools
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 Doing to learn
 Specific and job “intelligence”






skills
Prep for employment based on
skills and projects
College and Career ready
Convergence with academics
Credentialed by Diploma and
Certification
Digitally based information
All schools and all students
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1970’s
Career
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College
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2014
College & Career
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WHY College and
Career Ready
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Source: Tough Choices Tough Times, National Center on Education and the Economy
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
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18 Year Old Students – Range of Proficiency
70% Graduate form High School
60% are College Ready
40% of College Students Need Remediation
90% Work – Minimum wage
60-65% Work Livable Wage
50% Military Ready
23% of HS Graduates are not eligible for the Military
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Start Working
End Working
Longevity
124
77
62
107
62
47
21
14
18
1900
2000
2100
World Leaders
•
•
•
•
•
1600s
1700s
1800s
1900s
2000s
Spanish
Dutch
British
United States
?? ?? ??
Port of Shenzhen
1 / Second
24 / 7
Source: Atlantic Monthly
Shenzhen
1980 2007 -
Fishing Village
Cities with 1 Million People
•
•
•
•
United States
Eastern / Western Europe
China (2006)
China (2020)
9
36
100 +
160 +
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Teachers
struggling to
teach an
overloaded
curriculum!
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Question
What are you doing to create
Buy-In
Support
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Why are the CCSS important to CTE
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2014
Applied Academics
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Academic Education
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Common Core State Standards
• Fewer
• Clearer
• Higher
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Time intensive
More detail
Rigorous
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Rigor
State Standard
• Identify the purpose for
writing (i.e. to entertain, to
inform, to share
experiences.)
• Identify the audience for
which a text is written.
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Common Core
State Standard
Write narratives to develop real or
imagined experiences or events
using effective technique,
descriptive details, and clear
event sequences.
– Orient the reader by
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
ELA
Three
main sections
Design
and Organization
• K-5 (cross-disciplinary)
• 6-12 English Language Arts
• 6-12 Literacy in History/Social Studies, Science,
and Technical Subjects
Shared responsibility
for students’ literacy development
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Reading in America
Historically
Centered around Fiction
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Key Points in Reading
Reading Framework for NAEP 2009
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
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CTE needs to be perceived as teaching
reading
in the content area
&
Have a data system
that documents it !
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Key Points in Writing
Write Logical Arguments
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
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Key Points in Writing
•Research
•The Use of Technology
•Write Routinely
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Key Points in
Speaking and Listening
Students should gain, evaluate, and present increasingly
complex information, ideas, and evidence through
listening and speaking as well as through media.
Increase opportunities for informal discussion where
students collaborate to answer questions, build
understanding, and solve problems.
CTSO’s
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Key Points in Math
Focus and coherence
•
•
Focus on key topics at each grade level.
Coherent progressions across grade levels.
Balance of concepts and skills
•
Content standards require both conceptual
understanding and procedural fluency.
Mathematical practices
•
Foster reasoning and sense-making in mathematics.
College and career readiness
•
Level is ambitious but achievable.
The Application Model
Rigor/Relevance
Framework
Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
Knowledge Taxonomy
6.
5.
4.
3.
2.
1.
Evaluation
Synthesis
Analysis
Application
Comprehension
Awareness
Rigor/Relevance Framework
6
Knowledge
5
4
3
2
1
1
2
3
4
5
Knowledge Taxonomy
Basic Nutrition
1
2
3
4
5
6
Label food by nutritional groups
Explain nutritional value of individual foods
Use nutritional guidelines in planning meals
Examine success in achieving nutritional goal
Develop personal nutrition goals
Appraise results of personal eating habits over
time
Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across
disciplines
4. Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
Application Model
Basic Nutrition
1 Label food by nutritional groups
2 Rank foods by nutritional value
3 Make cost comparison of different foods
considering nutritional value
4 Develop a nutritional plan for a person with a
health problem affected by food intake
5 Devise a sound nutritional plan for an
elementary school that is culturally diverse
Rigor/Relevance Framework
6
Knowledge
5
4
3
2
Application
1
1
2
3
4
5
Bloom’s Taxonomy
Awareness Level
 Recall specific information
 list, arrange, tell, underline, identify, locate
 List the 4 P’s in the marketing mix.
Comprehension Level
Understanding or interpretation
of information
 define, explain, calculate, reword
 Explain how to apply varnish to a table.

Bloom’s Taxonomy
Application level
 Applying knowledge and understanding
to a new situation
 solve, operate, use, handle, apply
 Using a ruler, determine the square
footage of the floor in this classroom.
Analysis Level
 Separate a complex idea into its components
 categorize, simplify, examine, inspect, survey
 Which Microsoft office application was used to
create this presentation?
Bloom’s Taxonomy
Synthesis Level
 Combining knowledge to form a new idea.
 create, build, generate, reorganize
 Write or tell a new story using the
same characters.
Evaluation Level
 Choosing an alternative in making a
decision.
 decide, classify, judge, prioritize, determine
 Which salesperson provided the best
customer service? Why?
Application Model
Knowledge
 Learning Knowledge, Attitude, or Skills
 Learning how to use the Internet
Apply in Discipline
 Using the knowledge, attitude, or skills
within the course curriculum
 Searching the Internet to find information
to complete a class project
Application Model
Apply Across Disciplines
 Using the knowledge, attitude, or skills in
all discipline curriculums
 Use the skills learned in the Microsoft
Office class to prepare humanities report
and presentation.
Apply to Predictable Situations
 Using information to analyze and solve
real problems with predictable solutions
 Read a recipe, measure and combine
ingredients to make a birthday cake.
Application Model
Apply to Unpredictable Situations
 Using information to analyze and solve real
problems with unknown solutions
 Research and design and choose a transportation
plan from Saratoga Springs, NY to
Anchorage, AK
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
In the Classroom
A
D
Out of the Classroom
B
APPLI CATI O N
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Think
Student
Think & Work
B
A
Teacher
Work
Student
Work
APPLI CAT I O N
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
D
Assimilation
Adaptation
A
B
Acquisition
Application
APPLI CAT I O N
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
•
•
•
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
• Express probabilities
as fractions,
•
percents, or decimals.
•
• Classify triangles according to angle
size and/or length of sides.
• simple three• Calculate volume of
dimensional shapes.
• Given the coordinates
of a
• Calculate percentages of advertising in
quadrilateral, plot thea newspaper.
quadrilateral on
• Tour the school building and identify
a grid.
examples of parallel and perpendicular
C
B
A
1
D
lines, planes, and angles.
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
2
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
• Calculate percentages of
advertising in a newspaper.
•
• Tour the school building
and
•
identify examples of parallel and
perpendicular lines, planes, and
•
angles.
• Determine the median and mode of
real data displayed in a histogram
Express probabilities as fractions,
percents,
or decimals. and display collected
• Organize
Classify triangles according to
data,
appropriate tables,
angle size
and/orusing
length of sides.
Calculate volume of simple threecharts, or graphs.
dimensional shapes.
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Rigor/Relevance Framework
•
6
4
3
•
2
•
•
1
• Analyze the graphs of the perimeters
•
and areas of squares
having
•
different-length sides.
• Determine the largest rectangular
area for a fixed perimeter.
•
• Identify coordinates for ordered pairs
that satisfy an algebraic relation or
• Calculate percentages of advertising in
Express function.
probabilities as fractions,
a newspaper.
percents, or decimals.
• Tour the
school
building and identify
• Determine
and justify
the
similarity
or
Classify
triangles according to
examples of parallel and perpendicular
angle size and/or length of sides.
congruence for twolines,
geometric
planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional
shapes.
shapes.
data displayed in a histogram
D
C
5
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
• Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
• Test consumer products and
illustrate the data graphically.
• Plan a large school event and
calculate resources (food,
decorations, etc.)• you
need
to of advertising in
Calculate
percentages
Express probabilities as fractions,
a newspaper.
percents,organize
or decimals. and hold this
event.
•
Tour
the
school building and identify
Classify triangles according to
examples
parallel and perpendicular
Make
a scale
of ofthe
angle• size
and/or length
of sides.drawing
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid• paper,
each
Determine the
median and mode of real
dimensional shapes.
data displayed in a histogram
Given the
coordinates
of a
group
using
a different
scale.
• Organize and display collected data,
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
using appropriate tables, charts, or
graphs.
3
4
5
Rigor/Relevance Framework
Health Education
C
R
I
G
O
R
High
D
Analyze
advertisements that
target youth.
B
A
Low
Create an advertisement
to combat unhealthy
youth advertising.
Describe the effects
of drugs on the
human body.
Demonstrate strategies
to reduce spread of
germs.
Low
High
RELEVANCE
Rigor/Relevance Framework
Business - Information Tech.
C
R
I
G
O
R
High
D
Compare features of
Web development
software.
B
A
Low
Create a full Web site for a
local business.
Demonstrate Web
development
software functions.
Design a Web page.
Low
High
RELEVANCE
Rigor/Relevance Framework
Construction
R
I
G
O
R
High
Low
C
D
Compare heat loss
ratings and cost of
building materials.
Design and construct
storage shed.
A
B
List safety
procedures.
Use power tools
correctly.
Low
High
RELEVANCE
Rigor/Relevance Framework
Family and Consumer Science
C
R
I
G
O
R
High
D
Analyze child safety
hazards.
B
A
Low
Develop a brochure for
parents on child safety.
List parent
responsibilities.
Demonstrate child care
tasks with simulated
infant.
Low
High
RELEVANCE
What Quad would
this project fall into?
What Quad would
this project fall into?
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Now is not the time for
CTE to Circle the Wagons
• Academic teachers are realigning and redesigning curriculum.
• Develop and reinforce with both rigor and relevance and the
academic standards that are tested on state assessments by
embedding and reinforcing these skills in CTE courses
• Alignment benefits the student through relevance and
combining disciplines.
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Integrated Academics
• Prepare students for success with CCSS and on applicationbased NGAs.
• Support learners who may be struggling in traditional
content-area courses.
• Prepare students for college readiness assessments.
• Allows for distributed credits, which can open up a student’s
schedule.
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The Time is Right for CTE
•Beginning to establish that CTE programs and technical assessments
are rigorous and of high quality.
•Better data on effectiveness and performance accountability
•Better connections to fields most needed by local economies
•Better linkages between secondary schools and post secondary
institutions and employers
•More scaling of high-quality CTE programs that have a significant
positive achievement on student achievement
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Web Site Resources
• Rigorous and Relevant Instruction
• Next Generation Assessments
• Gold Seal Lessons
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Increasing Rigor/Relevance
High
R
I
G
O
R
Low
C
D
A
B
Low
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RELEVANCE
High
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CTE Next Navigator
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Next Network
Login Procedure
www.nextnetwork.org
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ASD02062013AK
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Why CTE
• Tool to help transition to CCSS
– Take something off teachers’ plates
– Sustainable
– User-friendly
• Bookshelf/List
• Coach’s Advice for each step
• “Collaborate” and “recommend” features
– 1,500 NGAs already loaded
– 2,000 + Gold Seal Lessons
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Priorities for CTE
• Get to know the Common Core State Standards
• Review your own curriculum.
• Scan standards and your curriculum for obvious
links.
• Gather feedback from stakeholders.
• Determine which standards fit best into your
curriculum.
• Create curriculum maps, crosswalks, and lesson
plans.
• Teach the integrated lessons.
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• Evaluate the lessons and revise as necessary.
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For CTE to Flourish
CTE Leaders Must
• Develop and reinforce with both rigor and relevance
the academic standards that are tested on state
assessments by embedding and reinforcing these
skills in CTE courses
• Find meaningful ways to equip students with the
competencies that employment requires
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As you share with colleagues
remember teachers have been
described as being like a cat …
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Dale Eggebraaten
Successful Practices Network
[email protected]
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