Preparing for Common Core Standards in Career and Technical Education High Schools Adele T. Macula, Ed.D. jamacula@verizon.net Instructional Implications and Effective Strategies Common Core and CTE June 26, 2012 Overview of the Day Welcome/Introductions (9:00am) Overview of the Common Core State Standards - Implications for Career and Technical Education (9:15– 10:50am) ELA/Literacy Mathematics Shifts Exemplars Text-Dependent Questioning Shifts Priorities and Fluencies Exemplars Break (15 minutes) Bridging Common Core and CTE (11:05am – 12noon) • Cross-Content Performance Mapping • Strategies to integrate academic and technical teachers into Professional Learning Communities. Lunch (45 minutes) PARCC Update (12:50pm – 1:30pm) Break-out Session (1:30pm-3:00pm) •Next steps, specific issues and challenges related to CTE high schools Implementing the Common Core State Standards Common Core and CTE June 26, 2012 • During the 2014-2015 school year, students will be assessed on the Common Core standards for the first time. • Two consortia of member states are currently developing the assessments. • These new standards and assessments will influence the priorities, focus and sequence of instruction. Common Core and CTE June 26, 2012 The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). Released June 2010 45 states, DC and 3 territories have formally adopted www.corestandards.org New Jersey Adopts Common Core Common Core and CTE June 26, 2012 The NJ State Board of Education on June 16, 2010 adopted a resolution calling for New Jersey’s curriculum standards to be aligned with national Common Core Standards in math and language arts literacy. The standards are being phased in over time, beginning New with curriculum development in Board 2010Jersey’s State 2011. of Education Adopts the Common Core State Standards The State Board’s resolution “directs that school district curricula for all students be aligned with these revised K-12 standards in mathematics and English language arts and literacy in history/social studies, science, and technical subjects,” according to the phased-in timeline. NJ School Board Notes, June 23, 2010 Implementing the Common Core State Standards Common Core and CTE June 26, 2012 Engaging the Career and Technical Education (CTE) Community in Common Core State Standards Implementation Achieve Report http://www.careertechnj.org/policy-issues/ Common Core and CTE June 26, 2012 http://www.achieve.org/CCSS-CTE-BridgingtheDivide 1. Developing a Common Understanding of College and Career Readiness Include CTE leaders and business partners in efforts to create a broader view of college and career readiness. 2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation Ensure that CTE representatives are part of the state, district and school team for planning and implementing the CCSS. 3. Ramping up Communications and Information Sharing Implement a communications plan that specifically includes CTE administrators and instructors and uses a wide variety of communication strategies: email and listserves, informational videos, local workshops and presentations, and regional and statewide conferences. 4. Creating or Updating Curricular and Instructional Resources Engage CTE and academic educators to update CTE standards to reflect the CCSS and create crosswalks between the new CCSS standards and existing CTE standards. 5. Enhancing Literacy and Math Strategies within CTE Instruction Launch new or build upon existing professional development activities to help CTE teachers integrate literacy and math strategies in their CTE classrooms. 6. Fostering CTE and Academic Teacher Collaboration Bring CTE and academic teachers together in structured professional development activities to review and reflect on the CCSS, unpack the standards to see how they can apply in the CTE context, and create model instructional resources. 7. Establishing Expectations for and Monitoring CCSS Integration into CTE Establish clear expectations for CCSS integration into CTE by including references to the CCSS in annual funding applications, continuous improvement planning, CTE teacher qualifications and criteria for local monitoring visits. 8. Fostering CTE and Academic Teacher Collaboration Ensure that postsecondary CTE is also included in outreach and implementation planning. Common Core and CTE June 26, 2012 CCSS DESIGN Fewer - Clearer - Higher • Aligned to requirements for College and Career Readiness • Based on evidence • Honest about time www.corestandards.org CCSS DESIGN: ELA/Literacy and Math Common Core and CTE June 26, 2012 2 categories: 1. COLLEGE AND CAREER READINESS STANDARDS • what students are expected to learn when they have graduated from high school Common Core Standards Design 2. K-12 STANDARDS • • English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Mathematics www.corestandards.org What the Standards do NOT define: Common Core and CTE June 26, 2012 www.corestandards.org • • • • How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level • The full range of support for English language learners and students with special needs • Everything needed to be college and career ready Common Core and CTE June 26, 2012 The goal of ensuring that all students graduate from high school ready for college, careers and life has taken hold in every state across the nation. Yet all too often, the focus on “college readiness” and “career readiness” remains in two distinct silos, even though there is little question that reading, writing, communications and mathematical reasoning are all core skills for success in postsecondary education, in the workplace and for citizenship and that educators across all disciplines should help students develop, deepen and refine these core skills. Right now, the moment is here, and the opportunity is clear: Common Core and CTE June 26, 2012 As states are working to align their education systems with the Common Core State Standards (CCSS) in support of the goal of graduating all students ready for college, careers and life, academic and career and technical education (CTE) leaders at the state and local levels can and should maximize this opportunity to finally break down the silos between their disciplines and collectively find ways to ensure that the new standards rigorously engage all students in both academic and CTE courses. A Plan and a Process Common Core and CTE June 26, 2012 How CTE Administrators and Teachers Can Lead Effective Implementation Common Core State Standards ENGLISH LANGUAGE ARTS and Literacy in History/Social Studies, Science, and Technical Subjects www.corestandards.org ELA/Literacy: 3 shifts Common Core and CTE June 26, 2012 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and www.achievethecore.org informational 3. Regular practice with complex text and its academic language www.achievethecore.org Common Core and CTE June 26, 2012 Common Core and CTE June 26, 2012 ELA/Literacy Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. www.corestandards.org CTE and the Common Core Common Core and CTE June 26, 2012 •Implementation of CCSS affects instructional materials, curricula, professional development and assessment. •There is potential opportunity for CTE educators to share their expertise around problem-based learning and the application of content to their colleagues in mathematics, English and other disciplines. College and Career Readiness (CCR) Anchor Standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations • Range and content Common Core and CTE June 26, 2012 Gr. 6-12 Pg. 35 www.corestandards.org Common Core and CTE June 26, 2012 ELA/Literacy Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework Range of reading and level of text complexity (standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres www.corestandards.org CCR ANCHOR Standard for Reading (Literature) Common Core and CTE June 26, 2012 Reading Anchor Standard #3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Pg. 38) Gr. 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed). Gr. 9-10: (Pg. 36) Gr. 8: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision. Gr. 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Gr. 6: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution. Common Core and CTE June 26, 2012 ELA/Literacy K−12 standards • Grade-specific end-of-year expectations • Developmentally appropriate cumulative progression of skills and understandings • One-to-one correspondence with CCR standards www.corestandards.org Key Advances Common Core and CTE June 26, 2012 Reading • • Balance of literature and informational texts Text complexity Writing • • Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening • Inclusion of formal and informal talk Language • Stress on general academic and domain-specific vocabulary www.corestandards.org www.corestandards.org ELA/Literacy Common Core and CTE June 26, 2012 www.corestandards.org ELA/Literacy Common Core and CTE June 26, 2012 www.corestandards.org ELA Unit Exemplar Common Core and CTE June 26, 2012 A Close Reading of Lincoln’s Gettysburg Address www.achievethecore.org Pg. 58 www.corestandards.org Key Points – CCR Anchor Standards for Writing Common Core and CTE June 26, 2012 WRITING Writing types/purposes (standards 1−3) • • • Writing arguments Writing informative/explanatory texts Writing narratives • • Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts • Aligned with NAEP Writing framework www.corestandards.org Key Points – CCR Anchor Standards for Writing Common Core and CTE June 26, 2012 WRITING (continued) Production and distribution of writing (standards 4−6) • Developing and strengthening writing • Using technology to produce and enhance writing Research (standards 7−9) • Engaging in research and writing about sources Range of writing (standard 10) • Writing routinely over various time frames www.corestandards.org Common Core and CTE June 26, 2012 www.corestandards.org CCR ANCHOR Standard for Writing Common Core and CTE June 26, 2012 Writing Anchor Standard #8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Gr. 11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Gr. 9-10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gr. 7 & 8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Gr. 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. www.corestandards.org Common Core and CTE June 26, 2012 Writing Exemplars • Adopting a School Dress Code • Wood Joints • TIG/GTAW Welding www.achievethecore.org Common Core and CTE June 26, 2012 SPEAKING and LISTENING SPEAKING AND LISTENING Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology MEDIA and TECHNOLOGY • Just as media and technology are integrated in school and life in the twentyfirst century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. www.corestandards.org Literacy in Content Areas Common Core and CTE June 26, 2012 www.corestandards.org Overview of Standards for History/Social Studies, Science, and Technical Subjects Standards for reading and writing in history/ social studies, science, and technical subjects • • • Progressions built Grades 6-12 Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects Alignment with college and career readiness expectations www.corestandards.org Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary Source: Indiana Dept. of Education www.corestandards.org ELA Appendices Common Core and CTE June 26, 2012 Appendices Appendix A: Research Supporting Key Elements of the Standards Glossary of Key Terms Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing www.corestandards.org Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects (Grade 11) Common Core and CTE June 26, 2012 •Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. [RH.11–12.7] • Students analyze the hierarchical relationships between phrase searches and searches that use basic Boolean operators in Tara Calishain and Rael Dornfest’s Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition. [RST.11–12.5] • Students analyze the concept of mass based on their close reading of Gordon Kane’s “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. [RST.11–12.1] • Students determine the meaning of key terms such as hydraulic, trajectory, and torque as well as other domain-specific words and phrases such as actuators, antilock brakes, and traction control used in Mark Fischetti’s “Working Knowledge: Electronic Stability Control.” [RST.11–12.4] www.corestandards.org Common Core and CTE June 26, 2012 Publishers’ Criteria DOCUMENT ORGANIZATION 2 Parts: (ELA & History/SS, Science, and Technical Subjects) Each part contains following key criteria: I. Key Criteria for Text Selection II. Key Criteria for Questions and Tasks III. Key Criteria for Academic Vocabulary IV. Key Criteria for Writing to Sources and Research The criteria for ELA materials in grades 3-12 have one additional section: V. Additional Key Criteria for Student Reading, Writing, Listening, and Speaking www.achievethecore.org What Can Be Done This Year? Common Core and CTE June 26, 2012 1. Teachers are aware of and understand the shifts required to implement the Common Core Standards in ELA/Literacy. 2. Teachers can identify, evaluate and develop text-dependent (evidentiary) questions. 3. Teachers begin reviewing existing materials to develop text-dependent questions. www.achievethecore.org Starting with Good Questions Common Core and CTE June 26, 2012 1. A Guide to Creating Text Dependent Questions for Close Analytic Reading 2. Criteria for Evaluating a Set of Questions/Each Question in a Set www.achievethecore.org Common Core and CTE June 26, 2012 Taking a “snapshot”… ELA/LITERACY Where is my school, district or classroom in the implementation process? Just beginning? Developing practices? Full plan? Common Core State Standards MATHEMATICS www.corestandards.org M MATHEMATICS Common Core and CTE June 26, 2012 • Focus and Coherence • A few key topics at each grade level • Progressions across grade levels: some content may have been moved to a different grade • Domain and code • Standards for Content and Standards for Practice www.corestandards.org M Common Core and CTE June 26, 2012 MATHEMATICS 8 Standards for Mathematical Practice: 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. www.corestandards.org M MATHEMATICS Common Core and CTE June 26, 2012 Standards for Mathematical Content • • • • K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) www.corestandards.org Mathematics Standards Learning Progressions by Grade Level Common Core and CTE June 26, 2012 MATH – 3 shifts 1. Focus: Focus strongly where the standards focus 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application www.achievethecore.org Required Grade Level Math Fluencies Grade K 1 2 Required Fluency Add/subtract within 5 Add/subtract within 10 Add/subtract within 20 Add/subtract within 100 (pencil/paper) 3 Multiply/divide within 100 Add/subtract within 1000 4 5 6 Add/subtract within 1,000,000 Multi‐digit multiplication Multi‐digit division Multi‐digit decimal operations Solve px + q = r, p(x + q) = r Solve simple 2X2 systems by inspection 7 8 Source: www.achievethecore.org Priorities in MATH Grade Common Core and CTE June 26, 2012 Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 7 8 Ratios and proportional reasoning; early expressions and equations Ratios and proportional reasoning; arithmetic of rational numbers Linear algebra www.corestandards.org Algebra – Grade 8 Common Core and CTE June 26, 2012 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 • Expressions and Equations • • Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. • Analyze and solve linear equations and pairs of simultaneous linear equations. • Functions • • Define, evaluate, and compare functions. Use functions to model relationships between quantities. www.achievethecore.org Excerpt from The Structure is the Standards Phil Daro, Bill McCallum, Jason Zimba Common Core and CTE June 26, 2012 You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards. www.achievethecore.org High School Math Standards Common Core and CTE June 26, 2012 The high school standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and an ability to apply mathematics to novel situations, as college students and employees regularly do. Standards indicated with a (+) are beyond the college and career readiness level but are necessary to take advanced mathematics courses such as calculus, advanced statistics, or discrete mathematics. www.corestandards.org High School – Conceptual Themes • • • • • • Common Core and CTE June 26, 2012 Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. www.corestandards.org Modeling Common Core and CTE June 26, 2012 The high school standards emphasize mathematical modeling—the use of mathematics and statistics to analyze empirical situations, understand them more fully, and make better decisions. For example, the standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.” www.corestandards.org Algebra Overview Look at…Math Appendix, page 15 to 27… Algebra 1 Units and Course Content www.corestandards.org Number and Quantity Overview Functions Overview Geometry Overview Statistics and Probability Overview www.corestandards.org Appendix www.corestandards.org Appendix – Page 6 www.corestandards.org New Jersey and Achieve… Pilot Project - Math and Health Sciences Achieve and NASDCTE have joined to pilot a process in which secondary and postsecondary educators develop and evaluate instructional tasks that demonstrate how high school mathematics expectations can be applied using Career Technical Education (CTE) content. The work with NJ mathematics and health science teachers has been ongoing, and future plans for using the protocol are being developed. Common Core and CTE June 26, 2012 What Can Be Done This Year? Common Core and CTE June 26, 2012 achievethecore.org • Teachers are aware of and understand the shifts required to implement the Common Core Standards in mathematics. • Teachers identify the major work for the grade. • Teachers begin reviewing existing materials to prepare for focus. Common Core and CTE June 26, 2012 Taking a “snapshot”… MATH Where is my school, district or classroom in the implementation process? Just beginning? Developing practices? Full plan? CCSS: Important but Insufficient Common Core and CTE June 26, 2012 To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards. Common Career Technical Core (CCTE) Common Core and CTE June 26, 2012 CCTC are released - June 2012 Common Career Technical Core (CCTE), a shared set of rigorous, high-quality Career Technical Education (CTE) standards have been developed and were released on June 19th. CCTE will ensure that all CTE students have access to high-quality, rigorous, career-focused learning opportunities in every state, and every community across the nation. For more information on the CCTC, visit www.careertech.org/career-clusters/cctc Performance-Based Curriculum Integration Integration Continuum Common Core and CTE June 26, 2012 Curriculum Maps – HOW IT IS Common Core and CTE June 26, 2012 Common Core and CTE June 26, 2012 Curriculum Maps – HOW IT SHOULD BE Common Core and CTE June 26, 2012 Performance Maps Across Subjects Common Core and CTE June 26, 2012 Performance Maps Across Subjects Common Core and CTE June 26, 2012 Performance Maps Across Subjects Common Core and CTE June 26, 2012 Performance Maps Across Subjects Common Core and CTE June 26, 2012 Putting Together an Effective Team Common Core and CTE June 26, 2012 Professional Learning Communities PLCs CCSS Common Core and CTE June 26, 2012 ISL! Organizing and sustaining a PLC: • • • • Establish a school’s baseline performance Set goals Plan future initiatives Evaluate efforts toward collaboration and joint decision-making. Improved Student Learning Getting Started: Reculturing Schools to Become Professional Learning Communities Robert Eaker, Richard DuFour and Rebecca DuFour PLCs…an effective PD system Common Core and CTE June 26, 2012 Schools should strive to establish a strong ongoing professional development system that provides every teacher with the confidence and pedagogical knowledge capacity needed to improve their literacy and mathematics teaching and their judgments on the assessing of student learning. PACTA website www.careertechpa.org paplc@meederconsulting.com Virtual Professional Learning Communities CTE Practices in Pennsylvania The Capacity of a PLC: Four Interconnected Factors Building a PLC at Work. 2010 Solution Tree Press New Structures and Procedures Highly functioning learning teams have formalized, collaborative ways of identifying essential learning goals, assessing the extent to which students have mastered those learning goals, and responding to differentiated student needs. Establishing structured procedures for each of these processes is essential for efficient collaboration. Improved Communication Teaching has long been defined by isolation. Educators have worked alone to address the needs of their students and rarely looked beyond their own classrooms. Schools functioning as PLCs see teachers engaged in frequent conversations, using communication to build shared understanding about teaching and learning. This collaborative work is built upon established systems for communication within and across learning teams. Enhanced Teacher Learning The most effective learning communities are defined by a spirit of reflection, an action orientation, and a focus on “collective inquiry” (DuFour, DuFour, & Eaker, 2008). Teachers are continuously revisiting their instruction together, working to tailor practices to match the individual needs of the student population they serve. Instructional capacity improves as teachers share ideas across classrooms and as they experience systematic training in action research. Collective Ownership and Intelligence Teachers take ownership of all students and respond as a collective entity to challenges and opportunities. They make efforts to identify and then amplify instructional practices that work—and to eliminate those that are ineffective. Teams create warehouses of best practices that all members of a faculty can draw from to develop an understanding of student needs. Common Core and CTE June 26, 2012 Student Learning The primary goal of any learning community— improving student learning—is limited only by a school’s ability to establish new structures, improve communication, enhance teacher learning, and develop collective intelligence. PD…PLCs…CCSS The paradigm for teacher professional development has shifted in this decade to become a professional collaborative activity. PD within a PLC Common Core and CTE June 26, 2012 CCCS Implementation Types of Learning Communities •Study Groups (Departmental Meetings) •Action Research Teams (Task Force Committees) •Communities of Practice (Mentors) •Conversation Circles •Communicating Online (Videoconferencing, Webinars) Common Core and CTE June 26, 2012 Taking a “snapshot”… PLCs Where is my school, district or classroom in the implementation process? Just beginning? Developing practices? Full plan? PARCC Common Core and CTE June 26, 2012 Partnership for Assessment of Readiness for College and Careers (PARCC) Governing Board States Participating States Common Core and CTE June 26, 2012 PARCC Goals Common Core and CTE June 26, 2012 1. Create high-quality assessments. 2. Build a pathway to college and career readiness for all students. 3. Support educators in the classroom. 4. Develop 21st century, technology-based assessments. 5. Advance accountability at all levels. PARCC Assessment Components Common Core and CTE June 26, 2012 • To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations. • Two summative, required assessment components designed to • Make “college- and career-readiness” and “on-track” determinations • Measure the full range of standards and full performance continuum • Provide data for accountability uses, including measures of growth • Two non-summative, optional assessment components designed to • Generate timely information for informing instruction, interventions, and • professional development during the school year An additional third non-summative component will assess students’ speaking and listening skills Goal 1: High Quality Assessments Common Core and CTE June 26, 2012 The PARCC assessments will allow us to make important claims about students’ knowledge and skills. • In English Language Arts/Literacy, whether students: • Can Read and Comprehend Complex Literary and Informational Text • Can Write Effectively When Analyzing Text • Have Attained Overall Proficiency in ELA/literacy • In Mathematics, whether students: • Have Mastered Knowledge and Skills in Highlighted Domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6) • Have Attained Overall Proficiency in Mathematics Common Core and CTE June 26, 2012 PARCC Refined Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 Flexible Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD Summative, Required assessment Mid-Year Assessment • Performance-based • Emphasis on hard-tomeasure standards • Potentially summative Non-summative, optional assessment Performance-Based Assessment (PBA) • Extended tasks • Applications of concepts and skills Speaking And Listening End-of-Year Assessment • Innovative, computerbased items Evidence-Centered Design (ECD) Common Core and CTE June 26, 2012 Claims Design begins with the inferences (claims) we want to make about students Design begins with the inferences (claims) we want to make about students Evidence Task Models In order to support claims, we must gather evidence Tasks are designed to elicit specific evidence from students in support of claims ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs. Goal #2: Build a Pathway to College and Career Readiness for All Students K-2 formative assessment being developed, aligned to the PARCC system K-2 Timely student achievement data showing students, parents and educators whether ALL students are ontrack to college and career readiness 3-8 College readiness score to identify who is ready for college-level coursework Common Core and CTE June 26, 2012 Targeted interventions & supports: •12th-grade bridge courses • PD for educators High School ONGOING STUDENT SUPPORTS/INTERVENTIONS SUCCESS IN FIRST-YEAR, CREDIT-BEARING, POSTSECONDARY COURSEWORK Goal #3: Support Educators in the Classroom INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION Common Core and CTE June 26, 2012 PROFESSIONAL DEVELOPMENT MODULES K-12 Educator TIMELY STUDENT ACHIEVEMENT DATA EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING Goal #4: Develop 21st Century, Technology-Based Assessments Common Core and CTE June 26, 2012 PARCC’s assessment will be computer-based and leverage technology in a range of ways: Item Development • Develop innovative tasks that engage students in the assessment process Administration • Reduce paperwork, increase security, reduce shipping/receiving & storage • Increase access to and provision of accommodations for SWDs and ELLs Scoring • Make scoring more efficient by combining human and automated approaches Reporting • Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development Goal #4: Develop 21st Century, Technology-Based Assessments Common Core and CTE June 26, 2012 PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including: • • • • School and district effectiveness Educator effectiveness Student placement into college-credit bearing courses Comparisons with other state and international benchmarks PARCC assessments will be designed for other accountability uses as states deem appropriate Common Core and CTE June 26, 2012 PARCC Timeline SY 2010-11 Launch and design phase SY 2011-12 Development begins SY 2012-13 SY 2013-14 First year pilot/field testing and related research and data collection Second year pilot/field testing and related research and data collection SY 2014-15 Full administration of PARCC assessments Summer 2015 Set achievement levels, including college-ready performance levels www.parcconline.org PARCC “Model Content Frameworks” Common Core and CTE June 26, 2012 www.parcconline.org Common Core and CTE June 26, 2012 Breakout Session Principals of Career Academies and Principals of Traditional Technical High Schools Next Steps Specific issues and challenges related to their schools Collaborations and Partnerships www.achievethecore.org Achieve Report Recommendations Common Core and CTE June 26, 2012 1. Developing a Common Understanding of College and Career Readiness 2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation 3. Ramping up Communications and Information Sharing 4. Creating or Updating Curricular and Instructional Resources 5. Enhancing Literacy and Math Strategies within CTE Instruction 6. Fostering CTE and Academic Teacher Collaboration 7. Establishing Expectations for and Monitoring CCSS Integration into CTE 8. Involving Postsecondary CTE in CCSS Implementation