Common Core-CTE Task Alignment Workshop

Common Core-CTE Task Alignment Workshop

Discuss Discover Design

Welcome

Overview of Approach

Process

Discover Performance Tasks

Review and Modify Tasks

Offer Feedback

Adapt tools to your district

3Source:

Recalling the Video

Common Core State Standards

CTE Clusters and Standards

Instructional Tasks

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Understanding The Task

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A High Quality Task Should:

• Be standards-based

• Reflect strong instructional practices

• Assess knowledge and skill

• Support continuous improvement

• Prepare students for college and careers

• Elicit complex demonstrations or applications

• Assess all students

Step 1. Thoroughly read the task before working through it.

Step 2. Compare your work with the answer key/rubric and other instructional support materials and/or with the work of colleagues.

Step 3. Identify the content and performances required to complete the task.

Previewing the Process

Step 4. Compare task performances to the CCSS Standards for Mathematical Practice

a) identify and list on the purple recording sheet those Mathematical Practices reflected in the task

b) rate the degree of alignment using the 0-3 rating scale providedc) make note of important points concerning alignment between the task and

each standard, as appropriate.d) make note of strengths and weaknesses of the task with respect to each

standard and ways the alignment of the task to the standards might be improved, as appropriate.


Step 5. Compare task content and performances to the grade-level (grades 6-8) and high school CCSS

a) identify and list on the blue recording sheet those CCSS standards reflected in the task


each standard, as appropriated) make note of strengths and weaknesses of the task with respect to each

standard and ways the alignment of the task to the standards might be improved, as appropriate


Step 6. Compare task content and performances to the Knowledge and Skills statements that apply to the CTE Career Cluster™.

a) identify and list on the orange recording sheet those Knowledge and Skill statements reflected in the task. Pay particular attention to the Cluster and Pathway Knowledge and Skill statements, since they provide the greatest level of specificity and detail.


each Knowledge and Skill statement, as appropriated) Make note of strengths and weaknesses of the task with respect to each

Knowledge and Skill statement and ways the alignment of the task to the statements might be improved, as appropriate.


What does this process tell us?


Ready to Go Needs Improvement Discard

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Let’s Get to Work!

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Working a Practice Task

Step 1: Thoroughly read the task before working through it.

Step 2: Compare solutions

Step 3: Identify content and performances

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Practice Task

Indirect MeasurementFigure 1 shows a person’s hand held up 2.0 feet in front of his or her eye. Suppose that the person’s hand is 7.0 inches long and just blocks out a friend who is 6.0 feet tall. Figure 2 shows this.

Figure 1 Figure 2

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Practice Task

Indirect Measurement, Continued

1. Name three pairs of triangles that are similar in Figure 2.2. If the person’s hand is 2.0 feet from his or her face, how far from the person is

the friend? Round your answer to the nearest tenth of a foot. (Note: Watch the units.)

3. How much does your answer change if a ¼-inch error is made in the hand measurement and the hand is 7 ¼ inches long?

4. The Washington Monument is 169 meters high. How far do you have to stand from it to block it out with your hand? Assume that your hand is 18.0 centimeters long and you hold it 50.0 centimeters from your eye. (Note: Sketch the situation first.)

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Practice Task

<Insert Practice Task>

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Step 4: Compare task performances to the CCSS Standards for Mathematical Practice

Which of the Standards for Mathematical Practice align with the requirements of the task?

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Alignment Scale

3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard.

2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design).

1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

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Alignment Scale

Math Practice Perfor-mance Rating

Alignment Comments

MP.1 Make sense of problems and persevere in solving them

3Students analyze givens, constraints, and relationships. They must make conjectures about the form and meaning of the solution and plan a solution pathway. They must make sure their answers make sense in the context of the problem.

MP.2 Reason abstractly and quantitatively 3

Students make sense of quantities and their relationships in problems and situations. They must create a coherent representation of the problem at hand, considering units and attending to the meaning of quantities.

MP.6 Attend to precision 3 Students need to calculate accurately and express answers with a degree of precision appropriate for the problem.

Example Alignment

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Discuss: How might this task be rewritten to align even more strongly with the

Standards for Mathematical Practice?

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Step 5. Compare task content and performances to the grade-level (grades 6-8) and high school CCSS

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Review Alignment Scale

3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard.

2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design).

1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

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Alignment Scale

Example Alignment

CCSSContent Standards

C/P Rating

Alignment Comments(Standards selection, partial alignments,

reasons for rating, etc)

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems 3/3

Proportional relationships and percents are key to this task. While individual parts of the task are not always multi-step, some aspects do require more than one step.

7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies. If the agreement is not good, explain possible sources of the discrepancy.

1/1

Students are expected to determine probabilities but are not expected to develop a model, compare probabilities from a model to observed frequencies, or explain possible sources of discrepancy.

6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problem finding the whole given a part and the percent.

2/2 No parts of this task call for students to find the whole given a part and a percent.

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Discuss: How might this task be rewritten to align even more strongly with the CCSS?

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Step 6. Compare task content and performances to the Knowledge and Skills statements that apply to the CTE Career Cluster™.

Which of the Knowledge and Skill statements align with the requirements of the task?

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Alignment Scale

Example Alignment

Aligned Cluster/Pathway Knowledge/Skill C/P RatingAlignment Comments

(Standards selection, partial alignments, reasons for rating, etc)

HLCO3 Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams. Solve problems using creativity and innovation.

2/1

Students must use critical thinking skills to evaluate and solve the problem. Little creativity or innovation is required. While this task would likely be done independently, it could surely be done in teams.

HLPB07.01.01 Evaluate procedures commonly used in providing diagnostic services.

1/0

Students are examining the reliability and accuracy of a certain test. They are not evaluating. The focus of the task is on diagnosis of cancer but not diagnostic services and procedures per se.

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Discuss: How might this task be rewritten to align even more strongly with the cluster/pathway Knowledge and Skill

statements?

Common Core-CTE Task Alignment Workshop

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Common Core-CTE Task Alignment Workshop