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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!