CTE Standards Revisions (Phase II) Workshop Deborah ThompsonDeborah Thompson Career Cluster ConsultantCareer Cluster Consultant

CTE Standards Revisions (Phase II) Workshop

Deborah Thompson Career Cluster Consultant

Realizing Postsecondary and Career Readiness through CTE 2

CTE Standards Revisions (Phase II) Workshop

Deborah ThompsonCareer Cluster Consultant

[email protected](615) 532-2840

www.tn.gov/education/[email protected]

mailto:[email protected]

http://www.tn.gov/education/cte



Objectives

By the end of training today, each of you will be able to:1. Understand the instructional expectations of the

new standards, including:– Alignment to Common Core State Standards for Literacy in

Technical Subjects– The knowledge and skills expected in each standard– Connections to general education course standards

2. Develop initial resources for use in your classroom to implement the new standards, including:– High quality objectives – Curriculum map

3. Know where to find resources, tools, and support for implementing the new standards.


Agenda

Time Activities

9 – 9:10 Welcome and Introductions

9:10 – 9:40

Setting the Context: Overview of Standards Revisions

9:40 – 10 New Course Description Documents

10 – 11:30 Breaking Down Standards into Knowledge and Skills*

11:30 – 1 Lunch (on your own)Optional brown-bag work session and Q&A tables

1 – 2 Developing High Quality Objectives & Units*

2 – 3:45 Developing a Curriculum Map*

3:45 – 4:30

Bringing it all Together

* Participant work time, take breaks as needed


Setting the Context: Standards Revision Process

Clear, specific,

measurable standards

Common Core

General Education

WBL

Teachable and

Learnable

Logical Progression

Industry & Post-

secondary Aligned

Building Pathways for Students


Setting the Context: Standards Revision Results

Human Services Courses Approved on Final Reading:

Early Childhood Education Careers I, II, III, and IV

Family Studies Human Services Practicum Introduction to Human

Services Introduction to Social Health Lifespan Development Nutrition Across the Lifespan Nutrition Science and Diet

Therapy

Education & Training Courses Approved on Final Reading:

Fundamental of Education School Counseling Teaching as a Profession (TAP)

I Teaching as a Profession (TAP)

II Teaching as a Profession (TAP)

III


New Course Description Documents

Features of new and revised standards that will help you in your classroom.


New Course Description Documents: Overview


Existing: Nutrition and Foods

5.0 Demonstrate ability to select, prepare and serve nutritious and aesthetically pleasing foods.5.1 Examine the effects of

various kitchen designs, tools, equipment and technology on food preparation.

5.2 Apply basic food preparation principles when preparing

selected foods. 5.3 Identify science principles of

food preparation. 5.4 Demonstrate appropriate

dining etiquette and table service. 5.5 Plan and evaluate individual

and family meals.

Revised: Nutrition Across the Life Span

6 Analyze a variety of meal plans (including three meals and two snacks daily) that meet nutritional requirements (caloric and RDA) as recommended by the U.S. Food and Drug Administration (FDA). Create a meal plan that addresses the nutritional needs of a specific individual based on their age, gender, activity level and other factors, and justify choices using evidence. Select, prepare, and serve food(s) from the meal plan following recipes precisely, including defining and utilizing specific culinary and measurement terms as needed. (CCSS Reading 1, 3, 4; CCSS Writing 7)

New Course Description Documents: Look and Feel

Knowledge and SkillsHow to Unpack a Standard



What’s Happening Today

Part One of Three-Part SeriesPlease take out your Knowledge and Skills worksheets. “Knowledge and Skills: Unpacking Course Standards” is

part one of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.

You will walk away this afternoon with tools to use in your classroom.

Objective for this Session1. Understand the instructional expectations of the new

standards, including:– Alignment to Common Core State Standards for Literacy in Technical

Subjects– The knowledge and skills expected in each standard– Connections to general education course standards


Why Unpack a Standard?

Unpacking a standard into knowledge and skills allows for a sequenced approach to instruction that is grounded in real world application.

Once teachers have broken down the knowledge and skills inherent in their standards, they can start to group standards with like content to conceptually deepen student understanding.


Process for Unpacking a Standard

The first step in translating CTE course standards into relevant, engaging and student outcome-focused lessons involves a careful reading of the standards to ensure clarity and an understanding of how the parts fit together.

Process we’ll be using today:1. Identify and highlight nouns and verbs in the standard

• Determine the “knowledge” and “skills” students need to be proficient

2. Reference aligned Common Core State Standards for additional detail• Enhance K&S with embedded CCSS expectations for

students


Process for Unpacking a Standard

Process can be started by simply underlining or highlighting the nouns and verbs within the standard. The nouns are the “what” and the verbs are the “how.”

Know

ledg

e • Nouns within the standards

• What a student should know

Skill

s • Verbs within the standards

• What a student should be able to do


Process for Unpacking a Standard: Knowledge

Example: Introduction to Human Studies Standard 3Research the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project. (TN CCSS Reading 2, 5; FACS 12)

Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.


Process for Unpacking a Standard: Knowledge

Example: Introduction to Human Studies Standard 3Research the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project. (TN CCSS Reading 2, 5; FACS 12)

Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.


Process for Unpacking a Standard: Skills

Example: Introduction to Human StudiesStandard 3 Research the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project. (TN CCSS Reading 2, 5; FACS 12)

Step 1 continued: Highlight/Underline the VERBS to identify the “skills” components.




Step 1 continued: Highlight/Underline the VERBS to identify the “skills” components.




Step 1 continued: Be careful! Sometimes, you need to search for descriptive adjectives to really know what the standard is looking for.


Process for Unpacking a Standard: Add to Chart

Step 1 continued: Once the knowledge and skills are identified in the standard, the teacher can place these into a knowledge and skills chart.

Standard Knowledge SkillsResearch the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project.

Development of Self-Esteem/Self-Image Factors & Influences Build/Improve Self-Esteem

Research

Create a list

Formulate a plan



Step 1 continued: It is important to not stop here! Many times, you will need to expand concepts into what students would need to know to fully grasp concepts. This needed detail will be necessary to plan thorough lessons.

KnowledgeDevelopment of Self-Esteem/Self-Image Compare & Contrast the differences of terms Outline the development processFactors & Influences Positive/Promote Negative/Hinder Build/Improve Self-Esteem Making affirming list Reinforce a positive self-image Create a compelling vision


Process for Unpacking a Standard: CCSS

Step 2: Once you have identified the knowledge and skills within the standard, reference the aligned Common Core State Standards in Technical Subjects and relevant general education standards (if applicable) listed at the end of the standard.Example: Introduction to Human StudiesStandard 3 Research the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project. (TN CCSS Reading 2, 5; FACS 12)



You can find additional information on these referenced standards by scrolling to the bottom of the course description document to the Standards Alignment Notes section.

Example: Introduction to Human Studies

Last Page

http://www.tn.gov/education/cte/docs/EarlyChildhoodI.pdf



Step 2 continued: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Example: Introduction to Human Studies Standard 3

TN CCSS Reading 2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

TN CCSS Reading 5: Analyze the structure of the relationships among concepts in a text, including relationship among key terms (e.g., force, friction, reaction force, energy).



Example: Introduction to Human Studies Standard 3

FACS 12: Analyze factors that influence human growth & development.



Step 2 continued: Once the knowledge and skills are identified in the standard, the teacher can place these into a knowledge and skills chart.

Standard Knowledge SkillsResearch the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project.

Development of Self-Esteem/Self-Image Compare & Contrast the

differences of terms Outline the development process

Factors & Influences Positive/Promote Negative/Hinder Human growth and development

Build/Improve Self-Esteem Making affirming list Reinforce a positive self-image Create a compelling vision

Research • The development of self-esteem• The development of self-image• Summarize text, trace explanations

Create a list • Key terms (factors)• Analyze structure of relationships

between concepts

Formulate a plan for project using FCCLA Planning Process Workshop• Identify Concerns• Set a Goal • Form a Plan• Act • Follow Up


You do!

Now, continue this process for the rest of the standards in your selected course.

Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet

Agenda

Time Activities

9 – 9:10 Welcome and Introductions

9:10 – 9:40

Setting the Context: Overview of Standards Revisions

9:40 – 10 New Course Description Documents

10 – 11:30 Breaking Down Standards into Knowledge and Skills*

11:30 – 1 Lunch (On your own)Optional brown-bag work session and Q&A tables

1 – 2 Developing High Quality Objectives & Units*

2 – 3:45 Developing a Curriculum Map*

3:45 – 4:30

Bringing it all Together


* Participant work time, take breaks as needed

Strong ObjectivesHow to Write Aligned, Specific and Measurable Statements




Part Two of Three-Part SeriesPlease take out your Strong Objectives worksheets. “Strong Objectives: How to Write Aligned, Specific

and Measurable Statements” is part two of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.


Objective for this Session Develop initial resources for use in your classroom to

implement the new standards, including:• High quality objectives


Recap

New look of course description document• Course at a glance• Endorsement requirements• Content buckets

New format of course standards• CCSS aligned with and embedded in standards• Comprehensive standard with competencies embedded

Knowledge and Skills identified• Nouns• Verbs

Now: Use knowledge and skills to breakdown of standards to write strong objectives.


Why Write Strong Objectives?

Objectives guide the activities and assessments we chose to improve and evaluate our students’ understanding of concepts.

Objectives should be the learning related to the standards, meaning, they describe the intended student learning outcome inherent in a standard.

Objectives refer to a description of observable student knowledge and/or performance.

The stronger the objective, the higher the level of understanding the students are able to reach.


Components of a Strong Objective

A strong objective should be clearly aligned to standards, specific and measurable. The objective should tell us explicitly what a student should be able to do fluently by the end of the lesson or unit to demonstrate proficiency of a specific standard or set of standards.

It should answer two questions:What should the student be able to do? What new pieces of knowledge (such as the description of a concept or

the definition of a key term) will students be able to understand and explain?

What new skill will students be able to perform? This is something each student is going to walk away with inside his or her head that wasn’t there before.

How is the student going to reach that outcome? What process or strategy will students use to achieve the learning goal? What activities will we use to assess student understanding?



Work It OutObjective StructureStudents will be able to ________________, by ___________. What?/Nouns How?/VerbsCheck the Strength□ Is it clear how this objective connects to a standard or set of standards in my

course?□ Is it clear what methods/activities students will use to gain and demonstrate

their understanding?□ Is it specific enough to differentiate the distinct pieces of knowledge and/or

skills students need?□ Is it measurable? Does it give details on specific activities a proficient student

would be able to complete effectively to demonstrate their understanding?



Writing Process:1. Determine the specific knowledge and skills you are trying

to accomplish.2. Arrange the knowledge and skills into a “students will be

able to” statement, noting the distinct concept(s) you will be covering and also the approach you will be using with your students.


Components of a Strong ObjectiveMake it Specific!A specific objective differentiates the distinct pieces of knowledge and/or skills a student needs to become proficient in a standard. It clearly describes, in detail, exactly what the teacher is going to cover and what the student will know by the end of the lesson/unit.

Strong WeakCompare and contrast the NMHI definitions of self-esteem and self-image in a class discussion.

Understand self-esteem

Make it Measurable!A measurable objective outlines specific activities students will be using to gain, and demonstrate, an understanding of the concept in the standard. It clearly describes, in detail, what a proficient student would be able to accomplish by the end of the lesson/unit. How a teacher would assess the knowledge/skill should be clear.

Strong WeakIdentify five factors from the NIMH that promote development of positive self-esteem and self-image by creating an illustrated graphic.

Know factors that influence self-esteem


Writing a Strong Objective: Example

Step 1: Start with knowledge and skills from previous worksheet. Remember to also consider the referenced standards in CCSS for technical subjects, general education, and others.

Example: Introduction to Human Studies


Checking our work

Let’s take a look at our sample objectives and see if they meet the criteria we established earlier for strong objectives. We said that strong objectives should be specific and measurable.

Did we accomplish this?


You do!


Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Objectives worksheet

Using a Curriculum MapHow to Plan Instruction



Part Three of Three-Part SeriesPlease take out your Using a Curriculum Map worksheets. “Using a Curriculum Map: How to Plan Instruction” is

part three of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.


Objective for this Session Develop initial resources for use in your classroom to

implement the new standards, including:• Curriculum map


Recap

New look of course description document New format of course standards Knowledge and Skills identified

Used the knowledge and skills to develop strong objectives (SWBAT)• Specific• Measurable• Aligned to standards

Now: Use knowledge, skills, and strong objectives to plan curriculum and create assessments.



What is a Curriculum Map?

A curriculum map is a plan for how a teacher will teach a specific course.

Curriculum maps are not: Meant to be an exhaustive list of every class topic

Curriculum maps: Address the major ideas and projects that drive a class, in

order to help a teacher plan out a basic schedule for units, activities and assessments

Are meant to be used to answer basic questions about sequencing, pacing, and unit planning

Can be used to plan lessons effectively and efficiently throughout the course


What is a Curriculum Map?

A Curriculum maps cover a wide range of important curricular activities.

Typically, they attempt to: create a "snapshot" of the plan for educational activities of

a specific course capture the content, skills, and assessments throughout the

course organize information into an easily accessed visual that

presents a timeline of instruction


Why use a Curriculum Map?

The purpose of creating and using curriculum maps is to help teachers pace the year to ensure all the standards within a course will be covered. Curriculum maps offer a sequence for delivering content and provide a clear scope for what must be taught to all students, based on course standards.

Mapping curriculum: Enables teachers to assure that they allocate sufficient time to cover

each standard and objective. Provides clarity for teaching strategies with full-course picture. Allows you to see full-course balance between teacher-directed

concepts and student-generated investigations. Allows you to plan proactively for activities that might take advance

notice (like scheduling a guest speaker or ordering laboratory materials) and allow preparation time for longer research projects.

Facilitates assessment planning.


Curriculum Map Development Process

Process Overview:1. Set-up the Curriculum Mapping Tool with basic information2. Transfer course content from Knowledge and Skills

worksheet3. Transfer strong objectives from Writing Objectives

worksheet and estimate timing for each4. Plan instructional activities and assessments


Curriculum Map Tool


Step 1: Start by inserting the “Course Name” and appropriate “Grade” information for the course in the header of the curriculum map tool.

Using the Curriculum Map Tool


Step 1 Continued: Continue by looking at the course description document and scroll down the standards to find the thematic concepts that serve as headings for groups of standards. These group headers can serve as an initial organization of units. Place these bolded titles into the “Unit Title” column to get started. Units can be tweaked later if necessary to better organize activities.






Step 2: The next step is to take the standards and the knowledge and skills within each standard that you have worked to break down and input them into the appropriate columns in the curriculum map tool.



Step 3: The next step is to take the strong objective statements that you have been crafted based on the knowledge and skills and input them into the appropriate column in the curriculum map tool. As you do this, estimate the amount of time teaching each objective will take.



Step 4: Once you have inputted your knowledge, skills, and objectives, you can start to plan for what instructional activities you will use to complete your objectives.

If you’ve written strong objectives statements, many will already include aligned activities that you should be using to increase student understanding.

You can also review the reference standards (found at the end of the course description document in the Standards Alignment Notes section) for additional ideas for activities.

Enter aligned activities into the appropriate column in the curriculum map tool.




Course: Introduction to Human Studies Standard 3Research the development of self-esteem and self-image in individuals. Create a list of factors that promote and hinder the development of positive self-esteem and self-image. Formulate a plan to build/improve self-esteem in a class project or school based project. (TN CCSS Reading 2, 5; FACS 12)



Step 4 Continued: It is important to also think about how you will be assessing your students’ learning during this step.

Formative assessments (activities to diagnose student understanding and inform ongoing instruction) should be included in the “Activities” column, as they will serve as important day-to-day actions with your students.

Culminating summative assessment activities should be included in the “Assessments” column.

Don’t be worried if you feel you have duplication. Good teachers often plan backwards and use similar authentic activities throughout their teaching to ensure students are prepared for the summative test.



Using the Curriculum Map Tool: Formative Assessment

Often referred to as “check for understanding,” formative assessments provide information needed to adjust teaching and learning while they are still happening. These are low stakes assessments meaning point values associated with them are not normally high.

Here are a few examples which may be used in the classroom as a formative assessment to collect evidence of student learning. Observations

Questioning Discussion Exit/Admit Slips Learning/Response Logs

Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Think Pair Share


Activities

Students write their own definitions of self-esteem and self-concept.Directed ParaphrasingOral Questions during the class discussion promoting responses from research. Exit Slip/One Minute Essay on factors associated with positive development. Misconception Check Teacher observation of the student created projectChecklist Observation for Learning



Using the Curriculum Map Tool: Summative Assessment

Summative assessments evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

The assessments are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment summative is not the design of the assessment, but rather the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.

Midterm exam Final project Presentation Research paper Practical


Assessment(s) Teacher Created Summative Exam (multiple choice and essay)

Oral Report on the Nutrition and Heart Health

Expanded Research Project Topics



You do!


Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Writing Objectives worksheet Curriculum Map worksheet

Bringing it All Together


Objectives

By the end of training today, each of you will be able to:1. Understand the instructional expectations of the

new standards, including:– Alignment to Common Core State Standards for Literacy in

Technical Subjects– The knowledge and skills expected in each standard– Connections to general education course standards

2. Develop initial resources for use in your classroom to implement the new standards, including:– High quality objectives – Curriculum map

3. Know where to find resources, tools, and support for implementing the new standards.


Finding Resources

What is available to assist you in implementing your new standards?



Available Resources

Recorded Webinars for FACS Endorsed TeachersWalked through standards changes in-depth

Reviewed transition to Career Clusters that occurred in 2012-13Gave overview of new courses and programs of study

Provided Answers to QuestionsFrequently Asked Questions

Myths vs. FactsOverview One-Pager

Process HighlightsNext Steps Checklist

Developed Materials for SupportResource List

Equipment ListStandards Crosswalk

EachCluster

EachCourse

http://www.tn.gov/education/cte/


Available Resources




Available Resources


New Programs of Study

WebinarFAQ & Myths/FactsResource ListEquipment Listand more!

Available Resources


Available Resources: Resource Lists


Available Resources: Lesson Plans

http://www.tncore.org

http://www.tncore.org/



Available Resources: Lesson Plans

http://www.tncore.org



Next Steps to Support Standards Revisions

Goal: Support teachers in teaching the new standards – instructional shifts, content, and materials

Offer robust teacher professional development • Develop additional equipment and resource lists for new courses• Release additional lesson plans on www.TNCore.org • Offer spring PD sessions regionally across all three grand divisions• Provide self-study modules and facilitation resources to teachers and

administrators• Focus on new standards during 2014 Institute for CTE Educators

Teacher & Administrator To-Do: Visit Career Cluster websites and www.TNCore.org to find helpful

materials. Save the date for Institute for CTE Educators: July 7-11 at Music City

Center, Nashville.




Next Steps to Support Standards Revisions

Goal: All CTE courses are rigorous and relevant.

Continue Phase II Course Revisions • Remainder of CTE courses for revision are underway, will be

presented by October 2014 meeting.• Work-based learning programs are under review. New courses,

standards, and guidelines will also be presented by October 2014.

Teacher & Administrator To-Do: Email Career Cluster Consultant if interested in serving as a

teacher reviewer for upcoming courses. Read emails on teacher listserves to stay up-to-date on next steps. Continue to use [email protected] for questions and feedback.




Deborah Thompson

Career Cluster Consultant [email protected]

(615) 532-2840

www.tn.gov/education/[email protected]


http://www.tn.gov/education/cte
