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Common Core State StandardsMaking The CTE Connection
Tim OttPresident, Successful Practices Network
Successful Practices Network
www.nyctecenter.org
Successful Practices Network
www.nyctecenter.org
Session Focus• Define a new vision for secondary
education based on a convergence of CTE and Academics
• Help CTE identify & strengthen the academic links
• Provide tools and strategies to facilitate Integration of CCSS
Successful Practices Network
www.nyctecenter.org
The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher Evaluation Based on Student Performance
• Prepare Students for the World Beyond School
Successful Practices Network
www.nyctecenter.org
The primary aim of education is not to enable students to do well
in school, but to help them do well in the lives they lead outside of
school.
Successful Practices Network
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CTE TACBackground & Purpose
State Contract to assist SED in carrying out its mission of improving the quality, access, and delivery of CTE through research-based methods and strategies resulting in broader CTE opportunities for all students.
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Successful Practices Network
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Our Website
7
Successful Practices Network
www.nyctecenter.org
Our Focus
The Transition of Vocational EducationTo
Career and Technical Education
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Successful Practices Network
www.nyctecenter.org
1970’s
Academic EducationVocational Education
Successful Practices Network
www.nyctecenter.org
1980’s
Academic EducationOccupational Education
Successful Practices Network
www.nyctecenter.org
2000
Academic EducationCareer and Technical Education
Successful Practices Network
www.nyctecenter.org
2014
Academic EducationApplied Academics
Successful Practices Network
www.nyctecenter.org
Vocational Education vs CTE • CTE• VOCATIONAL
Learning to doJob specific skills in the
skilled tradesPrep for lifetime
employmentA non college trackApart from academicsCredentialed by DiplomaText and manual based
informationTrade and Technical
High Schools
Doing to learnSpecific and job
“intelligence” skillsPrep for employment
based on skills and projects
College and Career ready
Convergence with academics
Credentialed by Diploma and Certification
Digitally based information
All schools and all students
Successful Practices Network
www.nyctecenter.org
1970’s
CollegeCareer
Successful Practices Network
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2014
College & Career
Successful Practices Network
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WHY College and
Career Ready
Source: Tough Choices Tough Times, National Center on Education and the Economy
Successful Practices Network
www.nyctecenter.org
Skill Level of US Job Openings2004-2014
33%
High Skill Jobs
22%
Low Skill Jobs
45%
Middle Skill Jobs
2005-06 Lexile 2005-06 Lexile FrameworkFramework®® for Reading for Reading StudyStudy Summary of Text Lexile MeasuresSummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lexile
Measu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Successful Practices Network
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40% of College Students Need Remediation
70% Graduate form High School
18 Year Old Students – Range of Proficiency
60% are College Ready
90% Work – Minimum wage
60-65% Work Livable Wage
50% Military Ready
23% of HS Graduates are not eligible for the Military
Successful Practices Network
www.nyctecenter.org
Cities with 1 Million PeopleCities with 1 Million People
• United States
• Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
Successful Practices Network
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Successful Practices Network
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Successful Practices Network
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QuestionQuestion
What are you doing to createComfortBuy-In
Support
Successful Practices Network
www.nyctecenter.org
Successful Practices Network
www.nyctecenter.org
2014
Academic EducationApplied Academics
What are the Common Core State What are the Common Core State Standards?Standards?
• Fewer• Clearer
• Higher
• Build upon strengths and lessons of current state standards
• Internationally benchmarked so that all students are prepared to succeed in our global economy and society
• State led- coordinated by NGA Center and CCSSO
Common Core Standards CriteriaCommon Core Standards Criteria
• Rigorous
• Clear and specific
• Teachable and learnable
• Measurable
• Coherent
• Grade by grade standards
• Internationally benchmarked
ELAELADesign and OrganizationDesign and Organization
Three main sections• K-5 (cross-disciplinary)• 6-12 English Language Arts• 6-12 Literacy in History/Social Studies, Science,
and Technical Subjects
Shared responsibility for students’ literacy development
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Key Points in Reading Key Points in Reading Reading Framework for NAEP 2009Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Successful Practices Network
www.nyctecenter.org
Reading in America Historically
Centered around Fiction
Key Points in Reading Key Points in Reading Text Complexity Grade Bands and Associated Lexile Text Complexity Grade Bands and Associated Lexile
RangesRanges
Text Complexity Grade Band in the Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
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CTE needs to be perceived as CTE needs to be perceived as teaching reading teaching reading
in the content areain the content area&&
Have a data system Have a data system that documents it !that documents it !
Successful Practices Network
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Key Points in Writing Key Points in Writing Write Logical ArgumentsWrite Logical Arguments
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Successful Practices Network
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Key Points in WritingKey Points in Writing
•Research
•The Use of Technology
•Write Routinely
Successful Practices Network
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Key Points in Key Points in Speaking and ListeningSpeaking and Listening
Students should gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
Increase opportunities for informal discussion where students collaborate to answer questions, build understanding, and solve problems.
CTSO’s
Key Points in MathKey Points in Math
Focus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.
Balance of concepts and skills• Content standards require both conceptual
understanding and procedural fluency.
Mathematical practices• Foster reasoning and sense-making in mathematics.
College and career readiness• Level is ambitious but achievable.
Successful Practices Network
www.nyctecenter.org
Employer SurveySkills for:
Effective CommunicatorsInformation Managers
• Read Critically
• Speak So Others Can Understand
• Convey Ideas in Writing
• Listen Actively
• View Critically
Successful Practices Network
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Employer SurveySkills for:
Responsible Workers Cooperative Workers
Effective Leaders
• Cooperate With Others
• Advocate and Influence
• Resolve Conflict and Negotiate
Successful Practices Network
www.nyctecenter.org
Employer SurveySkills for:
Systems Managers and Resources Managers
• Plan
• Research
• Solve Problems
• Use Mathematical Concepts and Techniques
• Use Technology
What is not included in CCSS:What is not included in CCSS:
• 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
Successful Practices Network
www.nyctecenter.org
Next Generation Assessments
Partnership for Assessment of College and Career Readiness
http://www.parcconline.org/
Successful Practices Network
www.nyctecenter.org
Next Generation Assessments
Fewer Multiple Choice
Constructed Response
Extended Response
Performance Assessments
Successful Practices Network
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1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
CC DD
AA BB
Current Assessments
Next Generation Assessments
Successful Practices Network
www.nyctecenter.org
WhyWhy - - WhatWhat - - HowHow
RigorRigor RelevanceRelevance RelationshipsRelationships All StudentsAll Students
11 22 33 44 55
Action/ApplicationAction/Application
Thinking /KnowledgeThinking /Knowledge
11
22
33
44
55
66
Rigor/Relevance FrameworkRigor/Relevance Framework
RelevanceRelevance
RigorRigor
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
Common Core State StandardsELA - Six Shifts in Learning
1. Increase in Nonfiction Texts
2. Content Area Literacy
3. Increase Text Complexity
4. Text-Based Answers
5. Focus on Writing Arguments
6. Academic Vocabulary
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Increase in Nonfiction Texts
INT
ER
DIS
CIP
LIN
AR
Y
Content AreaLiteracy
Incr
ease
Tex
t C
ompl
exity
Focus
on
Text-
Based
Que
stion
s
Focus o
n Writi
ng
Arguments
Academic
Vocabulary
Common Core State StandardsMath - Six Shifts in Learning
1. Focus
2. Coherence
3. Fluency
4. Deep Understanding
5. Application
6. Dual Inensity
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To Increase R/R
Focus - Take Things Off the
Plate
Coherence - Scaffold across
grade levels
Fluency
Deep
Under
stand
ing
Application
Dual Intensit
y
Relationships
B
DC
A
RI
GOR
RELEVANCE
Rigor/Relevance Framework
High
HighLow
Low
Relationships
Relationships of
Little Importance
Relationships
EssentialRelationship
sImportant
Relationships
Important
Everyone needs support when they take new risks
Successful Practices Network
www.nyctecenter.org
WhyWhy – What– What -- HOWHOW
Successful Practices Network
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Now is Not the Time ToCircle the Wagons
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CTE
Needs ToLead the Change
Successful Practices Network
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CTE’s Opportunity
Turn Beliefs About Education, Students, and Learning
Into Priorities For Reform
Successful Practices Network
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Priorities for CTE
• Get to know the Common Core State Standards and State Learning Standards.
• Review your own curriculum.• Scan standards and your curriculum for obvious links.• Review student-level data.• Gather feedback from stakeholders.• Determine which standards fit best into your curriculum.• Create curriculum maps, crosswalks, and lesson plans.• Teach the integrated lessons.• Evaluate the lessons and revise as necessary.
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Improve Communication
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Successful Practices Network
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NYS CTE TAC 1. Improve CTE data collection to create an accurate picture of
career and technical education program performance
2. Assist schools in the integration of the Common Core State Standards with CTE.
3. Expand CTE program approvals/ Programs of Study.
4. Use best practices in CTE for high school improvement.
5. Expand CTE programs and student leadership participation
6. Build relationships and networks to strengthen CTE.
Successful Practices Network
www.nyctecenter.org
ResourcesResources• Comprehensive CTE Gap Analysis
• Are Programs Aligned To Needs of the Economy/Industry Standards
• Quality of Partnerships
• Readiness for and Extent of Academic Integration
• Programs of Study
• Data-Based Decision Making
Successful Practices Network
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ResourcesResources
• Reading in the Content Area
• Rigorous and Relevant Instruction
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
NYS Program Approval Process
• Self Study
• External Review
• Board of Education Approval
• NYS Education Department Review
CTE Program Approval Process• Assures quality technical and academic curriculum• Evidence of postsecondary articulation agreements• Work-based learning opportunities• Established partnerships with local business and
industry• Certification of individual programs; Re-certification
every five years
CTE Approved Programs Examples BOCES vs. LEAs
• BOCES• Multiple applications
each year• Use of integrated and
specialized course credit
• Use of collaborative teaching model
• Majority of programs approved
• LEAs• Few applications each
year• Minimal use of
integrated and specialized course credit
• Majority of programs have not been approved
Successful Practices Network
www.nyctecenter.org
ResourcesResources
• Aligning CTE with CCSS
Successful Practices Network
www.nyctecenter.org
Questions Guiding Our Work
• What are the Common Core State Standards and NYS Learning Standards that are most relevant to my program area and are most applicable to my students?
• How can I create integrated lessons that meet these standards?
• How can I increase the rigor and relevance of lessons and student assessments?
• How can I build a relationship with the academic teacher that will also help my students?
83
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CTE Next Navigator
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Alignments in Next Navigator
Common Core State Standards (CCSS)Current state standards
NGA Assessment Items
Common Core State Standards (CCSS)
1.2.3.
New York English Language Arts
Learning Standards/Performance Indicators
Grade 10Excerpt
NY R
eg
ents C
om
pre
hen
sive
Eng
lish E
xam
Agriculture, Food& Natural Resources
Architecture&
Construction
Arts, A/V Technology& Communications
Food
Pro
du
cts & P
roce
ssing
Syste
ms
Ag
ribu
siness S
yste
ms
Pow
er, S
tructu
ral &
Tech
nica
l Syste
ms
En
viro
nm
en
tal S
erv
ice S
yste
ms
Pla
nt S
yste
ms
Natu
ral R
eso
urce
Syste
ms
An
imal S
yste
ms
Desig
n/ P
re-C
on
structio
n
Con
structio
n
Main
ten
an
ce/ O
pera
tion
s
Perfo
rmin
g A
rts
Visu
al A
rts
Prin
ting
Tech
nolo
gy
Jou
rnalism
& B
road
castin
g
A/V
Tech
nolo
gy
& Film
Tele
com
mu
nica
tion
s
•Use specialized reference sources, such as glossaries and directories
H •Read and follow written, complex directions and procedures to solve problems and accomplish tasks-demonstrate task awareness by employing flexible strategies
H
•Skim texts to gain an overall impression and scan texts for particular information-focus on key words and phrases to generate research questions
H
•Recognize the defining features and structures of informational texts
H •Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, novels, plays, film and video productions, poems, and essays)
H
•Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
H
Successful Practices Network
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Tim Ott
Successful Practices Network
www.CTECENTER.ORG
Successful Practices Network
www.nyctecenter.org
Integrated Academics
• Prepare students for success with CCSS and on application-based NGAs.
• Support learners who may be struggling in traditional content-area courses.
• Prepare students for college readiness and Accuplacer or other assessments.
• Allows for distributed credits, which can open up a student’s schedule.
90
Successful Practices Network
www.nyctecenter.org
CTE Program Approval Process• Assures quality technical and academic curriculum• Evidence of postsecondary articulation agreements• Work-based learning opportunities• Established partnerships with local business and
industry• Certification of individual programs; Re-certification
every five years
Successful Practices Network
www.nyctecenter.org
Successful Practices Network
www.nyctecenter.org
Why – What - HowWhy – What - How
Successful Practices Network
www.nyctecenter.org
Questions Guiding Our Work
• What are the Common Core State Standards and NYS Learning Standards that are most relevant to my program area and are most applicable to my students?
• How can I create integrated lessons that meet these standards?
• How can I increase the rigor and relevance of lessons and student assessments?
• How can I build a relationship with the academic teacher that will also help my students?
94
