Overview of Honors Process
Wendy Edney
Where are you in the honors process?
*Have never taught an honors course
*Attended honors workshop last year but haven't taught an honors course yet
*Have taught an honors course before
*Attended honors workshop last year and have taught an honors course
Why is this info good for ALL courses?
• Strategies for extending the curriculum for advanced learners
• Standard 6 – requires that we show growth for ALL students
Background
• 2004 - State Board of Education approved a framework for developing and
implementing Honors Level Courses
• 2012 - NCDPI began revising the 2004 Honors Implementation Guide and
Rubric to more effectively address new standards and instructional best
practices
• June, 2012 - State Board of Education approved the new Honors Level
Course Rubric
What's new in the Implementation Guide?
Teacher rationale including intentional reflection and philosophy in each of the three buckets.
Language that specifically addresses:
Credentials
21st century skills
Common Core State Standards
Formative and summative assessment
Post-secondary alignment
Electronic submission to the state level for review.
Either met or not met.
Peer evaluators with state level coordination. Recommendations if not met.
Links to Honors Information
NCDPI Honors Wiki
http://honorsimplementation.ncdpi.wikispaces.net/
NCDPI CTE Honors Wiki
http://ctees.ncdpi.wikispaces.net/home
Q&A Webinars:
http://honorsimplementation.ncdpi.wikispaces.net/Webinar+Presentatio
ns
CTE Webinar:
http://honorsimplementation.ncdpi.wikispaces.net/Content+Area+Prese
ntations
Three Important Questions
• What is Taught?
o
Curriculum Content
• How is it Taught?
o
Instructional Materials and Methods
• How is it Assessed?
o
Assessment Practices
Note: These are the major sections of the Honors Implementation
Guide/Course Portfolio Rubric and will be the basis for our work today.
Curriculum Content
(Section #1)
How is the honors level course adapted and differentiated for advanced
learners?
How does the honors level curriculum support vertical alignment for college
and career readiness?
Instructional Materials and Methods
(Section #2)
How is the honors level course taught?
Examples of Differentiation
for Advanced Learners
• Use of multiple texts and
supplementary materials
• Tasks and products designed with
a multiple intelligence orientation
• Use of computer programs
• Independent learning contracts
• Interest centers
• Complex instruction
• Learning contracts
• Group investigation
• Compacting
• Product criteria negotiated jointly
by student and teacher
• Tiered sense-making activities and
tiered products
Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom"
http://www.nagc.org/index.aspx?id=151
Diversity of Teaching Strategies Indicating
Complexity Above the Standard Level
Teacher as a facilitator, coach, and
model
Student led learning and research
Student exchange of ideas
Use of higher level critical thinking
skills and creativity for advanced
learners
Project-based learning, problemsolving learning, and seminar style
learning with a concentration of
writing across all modalities
Integration of other content areas
with connections to real-world
skills and context
Assessment
(Section #3)
How is the Honors Level Course assessed?
FAQs – Frequently Asked Questions
• Who completes the portfolio? Individual teacher
• Who approves the portfolio? Principal, CTE Director, Superintendent (or
designee) and NCDPI
• Will existing CTE standards and objectives meet honors level
requirements? No. Honors levels standards and objectives must be an
extension of the current objectives.
More FAQs
• Will we be required to develop a portfolio for honors level courses that are
in field test status? Yes
• How much extra work is required to earn honors credit? Instruction should
be differentiated at a higher level and not assign extra work. The focus
should be on extension, acceleration, and enrichment. CTE recommends
an extension of 25% of the course content.
• Should standards be rewritten or should new standards be added? Teachers
may extend an existing standard or add a new one. Either is fine.
More FAQs
• May we work together?
• Portions of the portfolios can be common and it is the expectation that the LEA will
provide PLC or PD opportunities for teachers to work collaboratively. However,
individual teacher portfolios should reflect the course implementation in his/her
classroom. Example: Student work samples should be collected by individual teachers
for their portfolio.
More FAQs
• Do students needs to score a higher grade on Elements post-assessment to
earn honors credit? No (And they take the same post-assessment as regular
credit)
• What if I already have an honors portfolio I created using the old
implementation guide? A new portfolio following the new rubric and revised
implementation guide must be developed.
More FAQs
• If a new course is released at Summer Conference, how can I get an honors
portfolio prepared before school starts? If your LEA permits, you may
develop the portfolio while implementing a new or revised course.
Remember to stay in close communication with your CTE Director.
Project Lead the Way
On 2/9/12, a memo was sent by Dr. Rebecca Garland that stated:
The following PLTW courses are eligible for two weighted quality points as provided in the State Board of
Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful
completion of the course and passing a standardized examination. A yearly review will be conducted to amend this
list as other PLTW courses add the college credit option:
8020 Intro to Engineering Design
8021 Principles of Engineering
3022 Digital Electronics
8030 Computer Integrated Manufacturing
8031 Civil Engineering and Architecture
8032 Biotechnical Engineering
8033 Aerospace Engineering
Portfolio Review Timeline
2012-13 -
Transition Year
2013-14 -
Fall/Winter: Portfolio review process for First Cohort
Spring: Notification of Second Cohort
2014-15 -
Second Cohort will be reviewed
2015-16 -
Third and Final Cohort will be reviewed
Review Process
Review Process
• Portfolios uploaded to an online system
• Will receive designation of Met/Not Met for each section
o
If Not Met, will be provided feedback to assist with earning Met
• Peer Review of teachers from across the state who will provide suggestions
TIMELINE FOR HONORS COURSE REVIEW
COHORT I: Training , Submission, Review and Feedback
Jan
Feb
Provide training to the 40
LEAs in the first cohort on
how to use and upload to the
system. The training window
will be January 20-24, 2014. Notify the 40 evaluators who
will review the honors
portfolios (content experts,
January 25, 2014 - LEAs may IHE, AIG Leaders, etc.)
begin UPLOADING
INFORMATION (Not
Submitting final portfolios Just Uploading files) into the
online system for each
Honors course that is to be
reviewed by the state.
March
March 1, 2014 – LEAs may
begin to SUBMIT completed
portfolios for state review.
March 1, 2014 – Honors
Portfolio Moodle System will
send reminder to the First
Cohort of LEAs of the
deadline to submit the LEA
honors portfolio courses
Apr
April 1st – April 25th Evaluators review honors
portfolios through the
Moodle system
May - Oct
May – October, 2014
•Feedback and support will be given
to First Cohort LEAs in May
•Those portfolios with a “not met”
status will correct and re-submit to
March 10-21, 2014 –
April 25th –deadline for all the Moodle
Evaluator Training
evaluations to be
•Evaluators will review the reMarch 21, 2014 – All Honors completed in the Moodle submitted revisions
portfolios due to the online by the Evaluators
•Content Consultants will offer
system from the First Cohort
support as needed to the First Cohort
LEAs
LEAs via conference calls, webinars,
face-to-face visits to assist LEAs with
“not met” categories of the rubric
review process
•Moodle system will remain open to
the First Cohort of LEAs for revisions
and curriculum planning until the end
of October
More FAQs
• When our LEA is audited, how many portfolios must be submitted? One
portfolio per identified course
• How many honors courses per LEA will be audited? A random selection
• How many student artifacts must be submitted when audited? Two or more
per course
CTE Northwest and Western LEAs in
First Cohort
• 862 Mount Airy City Schools 7
• 030 Alleghany County Schools 7
• 290 Davidson County Schools 7
• 291 Lexington City Schools 7
• 292 Thomasville City Schools 7
• 970 Wilkes County Schools 7
• 861 Elkin City Schools 7
• 490 Iredell-Statesville Schools 7
• 860 Surry County Schools 7
• 450 Henderson County Schools 8
• 220 Clay County Schools 8
• 380 Graham County Schools 8
• 440 Haywood County Schools 8
• 590 McDowell County Schools 8
• 110 Buncombe County Schools 8
Curriculum Content
Marty Tobey
Why is this important?
• Teacher's explanation of his/her selection of curriculum content
extension and additional topic objectives selected for the course.
o
Post-secondary preparedness (articulation, CCP, etc.)
o
Workforce preparedness (labor market and economic development
needs, industry recognized standards or credentials, etc.)
o
Supports Common Core Standards
Smart Phone Common Core Standards App
Recommended Credentials by Course list
THE TAXONOMY
TABLE
KNOWLEDGE
DIMENSION
COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
Recognize
Recall
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Execute
Implement
A
FACTUAL KNOWLEDGE
B
CONCEPTUAL
A1
B2
KNOWLEDGE
C
PROCEDURAL
KNOWLEDGE
D
METACOGNITIVE
KNOWLEDGE
C3
4.
ANALYZE
Differentiate
Organize
Attribute
5.
EVALUATE
Check
Critique
6.
CREATE
Generate
Plan
Produce
Personal Finance:
Classify types of health and life insurance and features
of types of coverage.
B2
Health Science II:
Remember elements of healthcare career decision making.
A1
Accounting II:
Analyze financial indicators and ratios to make business
decisions.
C4
Early Childhood Education I:
Evaluate developmentally appropriate activities and programs
for preschool and school-age children.
B5
Horticulture II-Landscape:
Apply procedures to prune, fertilize, and mulch landscape
plants.
C3
Increase Rigor
e-Commerce I
e-Commerce I Honors
Understand appropriate copyright and
Apply copyright and trademark procedures to develop an
trademark laws for an e-business website. (B2) appropriate logo for an e-business website. (C3)
Accounting I
Apply procedures to maintain a petty cash
fund and record related journal entries. (C3)
Accounting I
Apply procedures to prepare financial
statements for a sole proprietorship. (C3)
Accounting I Honors
Evaluate the uses for petty cash and determine the need to
increase or decrease the petty cash fund. (B5)
Accounting I Honors
Analyze the financial statements to predict the fiscal health
of the organization. (B4)
Honors
Create a long term savings and investment portfolio recommendation for a potential client.
10%
B6
Revised Bloom’s Taxonomy
Cognitive Process Dimension
Guided Practice
• Look at your blueprint and identify
objective(s) to expand upon (do not alter the
original objective as it will be tested at the
identified RBT level).
• Write an objective statement for Apply,
Analyze, Evaluate and/or Create on the
handout provided.
Term
Remember
Exhibit memory of previously learned material by
recalling facts, terms, basic concepts and answers.
RBT Supporting
Verbs
Recognize
Recall
Understand
Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas.
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Apply
Solve problems to new situations by applying
acquired knowledge, facts, techniques and rules.
Execute
Implement
Analyze
Breaking material into its constituent parts and
determining how the parts relate to one another into
an overall structure or purpose.
Evaluate
To make judgments based on criteria and
standards.
Create
Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
Objective Statement and RBT
Designation
Instructional Materials and
Methods
Wendy Edney
How can I differentiate for advanced learners?
• Use of multiple texts and supplementary materials
• Use of computer programs
• Interest centers
• Learning contracts
• Compacting
• Tiered sense-making activities and tiered products
• Tasks and products designed with a multiple intelligence orientation
• Independent learning contracts
• Complex instruction
• Group investigation
• Product criteria negotiated jointly by student and teacher
• Graduated task-and product-rubrics
• (Referenced from: “ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom”
http://www.nagc.org/index.aspx?id=151 )
I’ll give you some time to
begin working on this in a
few minutes.
Remember to incorporate the strategies that
are effective with advanced learners.
Strand/Standard/Clarifying Objective
NC CTE Standard Level
Curriculum
Social, Legal, and Ethical Issues of eCommerce/Understand appropriate copyright and
trademark laws for an e-business website.
Understand appropriate copyright
and trademark laws for an e-business
website. (B2)
Apply copyright and trademark procedures to develop
an appropriate logo for an e-business website. (C3)
Instruction
4.02
Students will review the Indicator 4.02
Course Outline and the Indicator 4.02
Trademark Tutorial. Students will
then answer questions to understand
copyright and trademark laws for an
e-business website:
Students will review the Indicator 4.02 Course Outline
and Trademark Tutorials and then work in pairs or teams
to develop an original logo for an e-business to apply
the copyright and trademark laws for an e-business.
Criteria
1. What is the difference between a
registered and unregistered work?
2. What three pieces of information
are normally included in a copyright
notice?
Honors e-Commerce I
Design an original logo for an e-commerce business
(authentic or fictional) and complete the required
portions of the assignment given below.
1.
Will the logo be copyrighted or trademarked?
Justify your response.
2.
Provide all required documentation to register your
logo as either a copyrighted or a trademarked work.
3.
Present final product to a business audience
Must include at minimum:
One unit plan and two lessons adhering to these
guidelines
Must include at minimum:
• Two or more student work
samples that adhere to these
guidelines
Notice the continued emphasis on real world settings.
Assessment
Marty Tobey
Strand/Standard/Clarifying Objective
NC CTE Standard Level
Curriculum
Social, Legal, and Ethical Issues of eCommerce/Understand appropriate copyright and
trademark laws for an e-business website.
Understand appropriate copyright
and trademark laws for an e-business
website. (B2)
Apply copyright and trademark procedures to develop
an appropriate logo for an e-business website. (C3)
Instruction
4.02
Students will review the Indicator 4.02
Course Outline and the Indicator 4.02
Trademark Tutorial. Students will
then answer questions to understand
copyright and trademark laws for an
e-business website:
Students will review the Indicator 4.02 Course Outline
and Trademark Tutorials and then work in pairs or teams
to develop an original logo for an e-business to apply
the copyright and trademark laws for an e-business.
Criteria
1. What is the difference between a
registered and unregistered work?
2. What three pieces of information
are normally included in a copyright
notice?
Assessment
Think-Pair-Share
Gallery Walk
Answer Sheet
Multiple Choice Test
Honors e-Commerce I
Design an original logo for an e-commerce business
(authentic or fictional) and complete the required
portions of the assignment given below.
1.
Will the logo be copyrighted or trademarked?
Justify your response.
2.
Provide all required documentation to register your
logo as either a copyrighted or a trademarked work.
3.
Present final product to a business audience
Peer Assessment
Reflection/Journal
Prototype
Virtually present and share
Rubric with scale, criteria, descriptors and standards
aligned to the objective
This is your mission…
Should you choose to accept it.
Honors Implementation
Mission Possible
Wendy Edney
Marty Tobey