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San Diego County Office of Education
San Diego County Office of EducationDesignated Subjects CTE/Adult Ed Credential LEA
Mentor Collaboration Workshop
Susie JohnsonNovember 19, 2013
An Overview ofCommon Core State Standards andCTE Model Curriculum Standards
Designated Subjects CTE/Adult Ed CredentialsSusie Johnson
November 19, 2013CTE Model
Welcome
Define Literacy across all disciplines Analyze Instructional Shifts Explore the “new” CTE Model Curriculum Standards (MCS)
Deepen your understanding of Common Core State Standards (CCSS)
Assess the relationship between the CTE MCS and CCSS
General Objectives
Who’s In? Who’s Not?
Common Core State Standards
Source: www.corestandards.org
Content Literacy in ALL subjects
Mathematics Literacy
Building knowledge through content rich nonfiction
Focus strongly where standards focus
Reading, writing and speaking grounded in evidence from text, both literary and informational
Coherence: think across grades, and link to major topics within grades
Regular practice with complex text and its academic language
• Rigor: in major topics pursue:• conceptual
understanding,• procedural skill and
fluency, and • application with equal
intensity
Common Core Shifts
Shift 1 Balancing Informational & Literary Text
Students read a true balance of informational and literary texts.
Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.
Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
Shifts in ELA/Literacy (EngageNY)
Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.
Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.
Shift 4 Deep Understanding
Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.
Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.
Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.
Shifts in Mathematics
CCSS for K-12 replace:◦English Language Arts◦Mathematics
Literacy Standards Grades 6-12 complement: ◦History/Social Science Standards◦Science Standards ◦CTE Model Curriculum Standards
Common Core State Standards
◦Emphasizes a focus on discipline-specific vocabulary
◦Unique text structures found in informational texts
◦Reading and writing in all classrooms
◦Focus on critical analysis and evidence
Literacy in History/Social Studies, Science, & Technical Subjects; Grades 6-12
Focus on Informational Text
NAEP Reading Assessment: Distribution of Literary and Informational Passages
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc
Law and Public Safety 1420 – 1740L
Agriculture/Natural Resources 1270 – 1510L
Education and Training1320 – 1370L
Transportation, Distribution and Logistics1170 – 1350L
Architecture/Construction1210 – 1340L
Business and Administration1210 – 1310L
Health Science1260 – 1300L
Hospitality and Tourism1230 – 1260L
Scientific Research/Engineering1190 – 1250L
Arts/AV Technology/Communications 1100 – 1190L Source: Aligning the Journey with the Destination, by Gary Williamson, Ph.D.; 2006
Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Calculus
High School standards are listed by conceptual categories:
1. Make sense of problems & persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the understanding of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
Eight Standards for Mathematical Practice
New system will begin in 2014-15. CA students will be assessed by the
Smarter Balanced Assessment Consortium (SBAC).
Assessments: What We Know
Assessments will include:◦Performance Assessments (interim & summative) Selected Response Constructed Response Extended Performance Assessments
◦Re-take option (summative)
Assessment: What We Know
The new model curriculum standards are
available online at:http://
www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
Anchor CCSSPathway
Industry
Research Bloom’s Taxonomy (Revised)Rigor and Relevance Framework –
◦Bill DaggettKnowledge Dimension –
◦Anderson, Lorin and David KrathwohlDepth of Knowledge –
◦ Norman L. Webb
Foundation for MCS Development
9
Rigor/Relevance Framework
18
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
11
Knowledge
Metacognitiveto form a coherent whole
Proceduralhow parts relate, findCoherence
Conceptual clarify, give examples
Factualrecognize, recall,locate
Performance Use Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex
problem problems multiple steps problems using multiple steps
Beyond Knowledge Construct
Factual Conceptual Procedural Metacognitive Access Adhere Analyze
Advocate Define Apply Assess Build Describe Classify Comply
Compile Find Communicate Compare
Compose Identify Compare Contrast
Construct Label Demonstrate Deconstruct
Create List Develop Deduce
Design Locate Discriminate Defend
Devise Match Employ Detect
Formulate Name Explain Diagram
Invent Recall Implement Differentiate Plan Recite Infer Discern
Predict Recognize Interpret Distinguish
Produce Remember Maintain Enhance
Reconstruct Retrieve Organize Evaluate
Reorganize Select Participate Experiment
Synthesize State Practice Explore
Promote Illustrate Summarize Integrate Transfer Research Understand Solve Use Test
Verbs used in MCS development
13
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
Proceduralhow parts relate, findCoherence
Conceptual clarify, give examples
Factualrecognize, recall, locate
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
DOK1
DOK2
DOK3
DOK4
14
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and find a “green” alternative to each one
15
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and find a “green” alternative to each one
Construct a 1/8th scale model of a garage using only recycled materials
16
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and a “green” alternative to each
Construct a 1/8th scale model of a garage using only recycled materials
Explain the advantages and disadvantages of using recycled building materials
17
Knowledge
Beyond Knowledge Construct
Metacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and a “green” alternative to each
Construct a 1/8th scale model of a garage using only recycled materials
Explain the advantages and disadvantages of using building recycled materials
Develop a wind-resistant solar carport for student parking lots and convince the school board to fund it.
18
Levels
C D
A B 1 2 3 4 5
456
321
Bloom’s
Application
Kn
ow
led
ge
© 2012 International Center for Leadership in Education
SBAC Perfo
rman
ce
Asses
smen
ts
CTE Standards Continuum
Employer
Industry Specific
Pathway Standards
Industry Sector Anchors(Knowledge and Performance Anchor
Standards)
Standards for Career Ready Practice
28
Standards for Career Ready Practice
1. Apply appropriate technical skills and academic knowledge
2. Communicate clearly, effectively, and with reason3. Develop an education and career plan aligned to personal goals
4. Apply technology to enhance productivity
5. Utilize critical thinking to make sense of problems and persevere in solving them
6. Practice personal health and understand financial literacy
Standards for Career Ready Practice(cont.)
7. Act as a responsible citizen in the workplace and the community.
8. Model integrity, ethical leadership, and effective management.
9. Work productively in teams while using cultural/global competence.
10. Demonstrate creativity and innovation.
11. Employ valid and reliable research strategies.12. Understand the environmental, social, and economic impacts of decisions.
1. Academics2. Communications3. Career Planning and Management4. Technology5. Problem Solving and Critical Thinking6. Health and Safety7. Responsibility and Flexibility8. Ethics and Legal Responsibilities9. Leadership and Teamwork10. Technical Knowledge and Skills11. Demonstration and Application
CTE Knowledge & Performance Anchor Standards
Knowledge and Performance Anchor Standards
Anchor Standard2.0, 3.0, 4.0 . . .
Anchor Standard Performance Indicators
Performance Indicator2.1, 2.2, 2.3 . . .
ALL anchor standards should be addressed in every course.
SOME pathway standards should be addressed in every course.
Projects and Assignments should be progressive using the Beyond Knowledge Construct.
Projects and Assignments that don’t address anchor or pathway standards should be dropped or revised to address standards.
Relationship to Projects and Assignments
Customized Performance Indicators
Arts, Media, Entertainment Construction Trades
35
Changed from Know and
Understand tothe use of
action verbs that are rigorous,
clear, specific and
measurable.
36
Academic Alignment MatrixAcademic (1.0)
CCSS Pathway Standards
Academic Alignment Matrix
CTE Model Curriuclum Standardshttp://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
Common Core State Standards Initiativehttp://www.corestandards.org/
Smarter Balanced Assessment Consortiumhttp://www.smarterbalanced.org/
San Diego County Office of Education/Designated Subjects Credentials
http://www.sdcoe.net/student-services/rop/Pages/default.aspx
Resources
Review this presentation online http://www.sdcoe.net/human-resources/credentials/Pages/designated-subject-credentials.aspx
Meet with your new teachers and discuss what you have learned about CCSS and CTE MCS
Encourage new teachers to ask questions Explore challenges positively Remind CTE teachers to reach out to their
academic partners We are here to help!
Next Steps
On behalf of the Designated Subjects CTE & Adult Education credential program staff, we thank you for joining us today.