San Diego County Office of Education Designated Subjects CTE/Adult Ed Credential LEA Mentor Collaboration Workshop Susie Johnson November 19, 2013 An Overview.

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

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


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



Proceduralhow parts relate, findCoherence

Conceptual clarify, give examples

Factualrecognize, recall, locate

Performance





DOK1

DOK2

DOK3

DOK4

14

Knowledge





Performance





List 15 building products and find a “green” alternative to each one

15

Knowledge





Performance





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





Performance





List 15 building products and a “green” alternative to each


Explain the advantages and disadvantages of using recycled building materials

17

Knowledge





Performance





List 15 building products and a “green” alternative to each


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



http://www.corestandards.org/



http://www.smarterbalanced.org/

http://www.smarterbalanced.org/

http://www.sdcoe.net/lls/cte/Pages/default.aspx

http://www.sdcoe.net/lls/cte/Pages/default.aspx

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

http://www.sdcoe.net/human-resources/credentials/Pages/designated-subject-credentials.aspx



On behalf of the Designated Subjects CTE & Adult Education credential program staff, we thank you for joining us today.

San Diego County Office of Education Designated Subjects CTE/Adult Ed Credential LEA Mentor Collaboration Workshop Susie Johnson November 19, 2013 An Overview.

Documents

ccss slide

cte model slide

grade appropriate text

content literacy

new understanding

deep understanding students

textbased answersstudents

equal intensity slide