Career Academies Support
CCSS Instructional Shifts
Erin Fender, Project Manager
College & Career Academy Support Network (CCASN)
Univerity of California, Berkeley - Graduate School of Education
About CCASN
CCASN promotes researched-based practice to improve students’
preparation for college and careers through direct support to
schools and districts
Conducts practice-based research and documentation
Has created 2 websites with over 20 guides, research reports,
national directory of academies, “toolbox” of downloadable
materials, videos, and more
Informs local, state and national policy
http://casn.berkeley.edu
http://collegetools.berkeley.edu
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Who are you?
From where?
Your role?
Today’s Agenda
Define the instructional shifts called for in CCSS and NGSS
Understand how integration of CTE and academics can be
leveraged to promote the instructional shifts
Provide Career Academy-specific examples, strategies and
student work that promote instructional shifts
Explain how Career Academies prepare students for the
new SBAC and PARCC assessments
Gain knowledge about resources to assist making the
shifts
College and
Career
Readiness
CCSS
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Career Academies and the CCSS are mutually supportive
1. Shared student learning outcomes, with an emphasis
on higher order thinking skills
2. Compatible approaches to interdisciplinary
curriculum, instruction, and performance-based
assessment
3. Real-world integration and application of academic
and technical skills and knowledge
4. Student assessment through authentic
demonstrations of learning (e.g., portfolios, project
defenses, exhibitions)
Major Shifts for CCSS Literacy
1. Building knowledge through content-rich
informational text
2. Regular practice with complex text and
academic vocabulary
3. Reading, writing, and speaking grounded
in evidence from text, both literary and
informational
Standards of Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
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
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NGSS Practices
Asking questions and defining problems
Planning and carrying out investigations
Gathering, analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations, designing solutions
Developing and using models
Obtaining, evaluating, communicating information
Engaging in argument from evidence
Career Academies = Complex Integration
Math
SCI
CTE
Sector
theme
SOC
ARTS
ELA
Single Subject
BASIC
Paired
Interrelated
INTERMEDIATE
Conceptual
COMPLEX
Industry Survey
12
Business and Finance
Market Trends
Labor reports
Budget Reports
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Architect/Urban Planner
Request for Proposals
Building Codes
Project Bids
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Emergency Medicine
Industry Journals
Field Protocols
Patient Narratives
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Law Enforcement
Reference Text
Trade Journal
Police Report
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Education non-profit
Educational Theory
Education Journal
Grant Proposals
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CCSS-ELA Shifts = Literacy
1. Building knowledge through
content-rich informational
text
2. Regular practice with complex
text and academic vocabulary
3. Reading, writing, and
speaking grounded in
evidence from text, both
literary and informational
Brain Research says…
 When people learn in an applied context they
access many more neural networks, hooking new
knowledge more deeply into existing schema.
 Students learn more and it sticks when learning is
connected and applied in authentic contexts.
Newmann, F.M. Smith, B, & Allensworth, E (2001) Instructional program coherence:
what is it and why it should guide school improvement policy. Educational
Evaluation and Policy Analysis, 23/4 (297-321).
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Activities to support the shifts
Provide time and training to:
cross-walk the standards to student-learning
outcomes in each course and grade level
unpack the standards to clearly understand what
is being asked of the student
Develop prototypes of performance assessments or
interdisciplinary projects that are mapped to the
CCSS
Provide access to existing resources (eg. LDC and
CCASN Curriculum Database)
Post-Secondary Articulation
College and Career Plan----------College Tours----------Applications ------------Dual Enrollment
Middle
School
Articulation
Social
Studies
Social
Studies
Social
Studies
Social
Studies
Math
Math
Math
Math
Introductory
CTE
Intermediate
CTE
Level
Capstone
CTE
Level
CTE
Level
English
English
English
English
Science
Science
Science
Science
Support
Services
Support
Services
Support
Services
Support
Services
Work-based Learning Opportunities
Company Tours ----------------------------Job Shadowing------------------------------ Internships
Multiple
PostSecondary
Opportunities
Aug
Sep
English
Biographies
Character
traits and
motivation
Algebra II
Numbers and Solving systems of
functions
linear equations
Biology
Scientific
method
Definitions
Geometry Geometric
reasoning
Law and
Justice
Short stories
Time and sequence
Foreshadowing
Flashback
Oct
Nov
Dec
Universal themes
Literary devices
Imagery, allegory,
symbolism
Evaluating
Creative writing credibility
Interviews
Writing persuasive
compositions
Solving and
graphing
quadratics
Exponential
equations
Logarithms
Polynomial
functions
Cell biology
Photosynthesis
Cellular respiration
Central dogma
DNA structure and Meiosis
technology
Inheritance
Protein synthesis
Cloning
Stem cell research
Induction vs.
deduction
Construction of lines,
angles, shapes
Circles
Properties of
triangles
Congruence
Quadrilaterals
Polygons
Area, and surface
area
Sectors and
segments
Codes
Criminal
investigation
Courts
Courtroom
testimony
Mediation
Arbitration
Conflict resolution
Ancient legal Sources of law
systems
Bill of Rights
Early laws
Amendments
Specific examples of interdisciplinary threads
Academy/CTE
Course
English
Social Science
Science
Natural resource
mgt/Agriculture/Publ
ic Services
Grapes of Wrath,
Narrative Analysis,
Lit Criticism,
Response to Lit
Western
Migration/New Deal
(US History)
Reasons for Dust
Bowl (Ecology/Bio)
Engineering &
Design/Health
Science & Medical
Technology
GATTACA (book &
film) Analysis of Oral
& Media
Communications
Industrial
Economies, rights of
workers, Social
Darwinism
Genetics,
Biotechnology,
Environmental
Pollution
Hospitality &
Tourism/ Marketing
& Sales
In Defense of Food,
Persuasive/Research
essay, elements of
discourse
Corporate Mergers,
Chemistry/Food
Adv. In Technology, Science – acid/bases,
Decline family farms
Gases,
Thermodynamics
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Roman Chariot Race
CTE
English
Biology
World
History
 Project Design
 Julius Caesar
reading
& writing
assignments
 Energy
 History of energy
usage
 Latin root word
 Peanut Lab
measuring
energy in food
 Construction
skills using hand
and power tools
 Collaboration/Te
amwork
 Experimentation
 Promo materials
for the Chariot
Race
 Cellular energy
production
 Roman Empire
 Customs
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CCSS ELA Instructional Shifts
Building knowledge through content-rich
informational text
Regular practice with complex text and
its academic language
Reading, writing, and speaking grounded
in evidence from text, both literary and
informational
Standards of Mathematical Practice
Construct viable arguments and critique the
reasoning of others
Model with mathematics
Use appropriate tools strategically
NGSS Practices
Asking questions and defining problems
Planning and carrying out investigations
Gathering, analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations, designing solutions
Developing and using models
Obtaining, evaluating, communicating information
Engaging in argument from evidence
Example
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1. Write an example of:
• a discipline-specific text-dependent question
that could be asked based on this text
• a math question that requires students to
construct viable arguments and critique the
reasoning of others
2. How do the questions you developed in #1 address
the instructional ELA shifts, the Standards of
Mathematical Practice, and/or the NGSS Practices in
a Career Academy context?
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Math Example
Verify Apple’s claim:
By reducing iPhone packaging by 28 percent
from 2007 to 2012, we ship up to 60 percent
more boxes in each airline shipping container.
That saves one 747 flight for every 416,667 units
we ship.
Dimensions
Thickness
Weight
iPhone 5
59 x 124 mm
7.6mm
112g
iPhone
61 x 115 mm
11.6mm
135g
CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for the purpose
of descriptive modeling.
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Math Example
Design packaging for an iPhone using packaging
for an iPhone 5 as a guideline or propose a
design for iPhone and iPhone 5 packaging to
meet or exceed Apple’s environmental claims.
Dimensions
Thickness
Weight
iPhone 5
59 x 124 mm
7.6mm
112g
iPhone
61 x 115 mm
11.6mm
135g
CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design
problems (e.g., designing an object or structure to satisfy physical constraints
or minimize cost; working with typographic grid systems based on ratios).
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Science Literacy Example
How can corporations take responsibility for
their environmental impact?
After reading Apple’s environmental report,
write an essay in which you discuss primary
opportunities to reduce the environmental
impact of manufacturing, and evaluate Apple’s
efforts. Support your position with evidence
from the text.
NGSS.HS-LS2-7. Human environmental impact mitigation
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of
human activities on the environment and biodiversity.
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US History Literacy Example
How have environmental protection laws
impacted how companies do business?
After reading Apple’s environmental report and
the major federal environmental laws, write an
essay that explains the impact of environmental
protection laws on how companies must
manage a product’s manufacture. Support your
discussion with evidence from your reading.
CA-HIST11-2 Rise of Industrialization
CA-HIST11-11.5 History and impact of environmental movement
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Starting Points for Literacy
Industry aligned texts
Text-dependent questions
Should museums
exhibit
Consider
this question:
graffitiart
asspeaks
art? After
reading
What
to you?
excerpts
fromexcerpts
The Story
of Art
After
reading
from
andStory
watching
Through
The
of ArtExit
and
watching
the Through
Gift Shop,the
write
report
Exit
GiftaShop,
arguing afor
or against
identify
visual
image based
that
on functional
and
historical
you
find striking
and
write an
theories
of art. Support
essay
explaining
why youyour
find
with evidence from
itposition
powerful.
the texts.
Evidence-based writing
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How does the integration of CTE
and academic courses
(aka Career Academies)
better prepare students for
Common Core Assessments?
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Common Core and New Assessments
Requires an instructional shift to
interdisciplinary teaching and learning
Increased emphasis on real world application
Authentic demonstrations of learning through
student performance assessments
Balancing of informational and literary texts
Mastery of concepts at a deeper level
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Mathematical Questions
From SBAC, “Performance Tasks:
Require student initiated planning, management of
information/data and ideas
Reflect a real world task; allow for multiple approaches
Represent content that is relevant to students
Allow for demonstration of important knowledge and
skills, including those that address 21st century skills
such as critically analyzing and synthesizing information
presented in a variety of formats, media, etc.”
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PARCC Sample Item
Seeing Structure in a Quadratic Equation
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PARRC Example
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Related Resources
Linked Learning and the Common Core
Career-themed Curriculum Database
On the CCASN website
http://casn.berkeley.edu/curriculum.php
A repository over 700 lesson plans, units,
projects and courses that link academic
disciplines to specific industry sectors
Vast majority clearly aligned to CCSS
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Literacy Design Collaborative (LDC)
Thank you
Erin Fender
efender@berkeley.edu
http://casn.berkeley.edu
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