cte standards revisions (phase ii) workshop sheila carltonsheila carlton career cluster consultant,...

CTE Standards Revisions (Phase II) Workshop

Sheila CarltonCareer Cluster Consultant, Health Science,

Law, Public Safety, Corrections and Security, and Government and Public Administration

Realizing Postsecondary and Career Readiness through CTE 2

Do Now

Welcome to the workshop!Find your seat by looking for the table tent with your

name.

While we are waiting to begin, please fill out the “Get to Know You” sheet found in your seat.

We will start promptly at 9:00 a.m.


CTE Standards Revisions (Phase II) WorkshopSheila Carlton

Career Cluster Consultant [email protected]

(615) 532-2839

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

mailto:[email protected]

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



What’s Happening Today

My commitment to you: I will keep on schedule and keep us focused on our

objectives. I will model classroom techniques and common core

practices. If I cannot answer a question for you today, I will find the

answer and get back to you. You will walk away this afternoon with tools to use in your

classroom.

Expectations: Trust we are all here for the same reason: Our Students! Follow the norms and stay actively engaged. Address questions as they come up.


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.

4. Have access to Department of Education personnel to get your specific questions answered.


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

* Majority participant work time, take breaks as needed


Setting the Context

Overview of CTE Standards Revisions Process (Phase II)


Setting the Context: CTE Standards Revisions

2007TN gets “F” in “Truth in Advertising” – TN Diploma Project Begins

2009New grad requirements implemented

2010Common Core State Standards adopted, Race to the Top awarded

2013-14Full statewide Common Core implementation in every K-12 classroom. Phase I changes in place. Phase II Revisions submitted to State Board for 2014-15 school year

Tennessee is at a critical stage in implementing a series of interconnected,

statewide reforms.



Tennessee’s CTE: Robust, Aligned Academic/Career 7th-16th Learning Pathway

Illustration by RSA Animate (2010)



Phase Goal Implementation

Phase I Streamline our existing courses and programs of study 2013-2014

Phase II Add relevant new courses and new programs of study, revise courses to align to higher student expectations

2014-2015

Phase III Measure success of students with rigorous assessment options for all courses.

2015-2017

Immediate Wins:Eliminate redundanciesStreamline for greater

flexibilityOrganize curriculum in POS

using existing courses

Deeper Dive:Revise existing coursesDevelop new courses

Increase relevance of POS to reflect stronger alignment

Provide opportunities to measure student achievement

using assessment options.

2013-14 2014-15 2015-17



Four Specific Objectives:

1. In-depth revision of Programs of Study (POS)– Addition of new POS in identified gap areas– Greater cross integration between Career Clusters and General

Education and EPSO Courses– Strong attention to and infusion of relevant Work-Based Learning

2. Full revision of standards in three Career Clusters– Agriculture, Food, & Natural Resources; Education & Training;

and Human Services

3. Full revision of course standards in identified weak courses across multiple career clusters

4. Development of new courses to fill identified gap areas


Setting the Context: Standards Revision Process

Data Gathering & Research

Use labor and economic data to determine relevant pathways for Tennessee; examine and crosswalk current postsecondary offerings; gather stakeholder feedback on current course offerings

Skills Identification & Alignment

Determine knowledge and skills (hard/soft) necessary for all identified courses and pathways. Reduce duplication in existing courses, identify gap areas

Writing & Reviewing

Draft course standards to ensure logical building of knowledge and skills (hard/soft) throughout each pathway. Review revisions with critical stakeholders (teachers, industry, postsecondary)

1. Data Gathering and Research: Determine needs and opportunities of state and the strengths of existing CTE course offerings.

2. Skills Identification and Alignment: Determine specific knowledge/skills needed for students to be successful in identified courses and pathways.

3. Writing and Reviewing: Craft revised course standards and vet recommendations with key stakeholders.

Collaborative process with

external experts


Setting the Context: Standards Revision Process

Clear, specific, measurable standards

Common Core

General Education

WBL

Teachable and Learnable

Logically Progress

Industry & Post-secondary Aligned

Building Pathways for Students


Setting the Context: Standards Revision Results

Writing and Reviewing Produced:Tennessee State Board of Education Approvals: 50 new and revised courses approved on final reading, ready for

implementation in 2014-15 school year 67 new and revised courses approved on first reading, awaiting final

reading in April 2014 ~97 new and revised courses expected for October 2014 board

meeting for implementation in 2015-16 school year

Sequenced, progressive standards for what students should know and be able to do• Generally more detailed than existing standards• Richer and more measurable, with embedded student tasks• Integrate general education content and fully align to the Common Core

State Standards for English Language Arts & Literacy in Technical Subjects• Aligned to relevant national, industry, and twenty-first century skills

standards


Setting the Context: Standards Revision Results

Health ScienceCourses Approved on Final Reading:

Courses Approved on First Reading:

Cardiovascular Services Dental Science

Global Health and Epidemiology Health Information Technology

Health Science Education Introduction to Health Science (Middle School)

Pharmacological Sciences Rehabilitation Careers

Medical Therapeutics Emergency Preparedness

Behavioral and Community Health


New Course Description Documents

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


New Course Description Documents: Overview

They outline what students should know and do upon completion of the course in

order to achieve proficiency in the subject matter…

…and be sufficiently prepared to pursue all the options available to them when they

graduate from their chosen POS: postsecondary, career entry, advanced

training, industry certification, and more.

The new standards are best thought of as a framework for student learning and a roadmap for you to design quality lessons at a pace appropriate for the learning

context of your specific classroom.

Realizing postsecondary and career readiness through CTE 19


Course Description Document Read-ThroughTake 3 minutes to skim through a full course description document for a course in your folder. Take a pen take notes using the following conventions:

! I am really excited about this.

? I have a question about this.

* This will be important for me in the future.


Existing: Medical Therapeutics8.0 The student will apply academic concepts relate to other careers in the therapeutic pathway, including education requirements, licensure, and scope of practice then connect and perform related skills. 1. Research various careers in: medicine and sub-

specialties, surgical technology, public health careers and veterinary medicine including their scope of practice.

2. Examine the routine procedures preformed in a therapeutic pathway setting, such as the following:• Obtain medical history and complete all necessary

forms• Position/drape patients• Donning and removing sterile gloves• Preparation of an operative site on humans and

animals• Identification of equipment and instruments used in

medical and veterinarian office• Identify companion animal breeds/species.• Basic surgical instruments

3. Employ principles of infection control in its relation to standard precautions.

Revised: Medical Therapeutics

2. Investigate and compare the range of skills, competencies, and professional traits required for careers in the therapeutic field. Compare findings to current individual strengths and identify opportunities for personal development. Translate real-time and projected labor market data into narratives to identify local and national employment opportunities and determine areas of growth within therapeutic health fields. (TN CCSS Reading 2, 7; TN CCSS Writing 4, 6, 8, 9)

New Course Description Documents: Look and Feel



Medical Therapeutics

6. Construct an argumentative essay developing a claim about the impact of a specific piece of local, state or federal legislation (such as, but not limited to, bans on smoking, changes to entitlements, etc) on the health of Tennessee. Develop claim(s) and counterclaim(s) fairly, supplying data and evidence for reasoning, including an accurate summary of the legislation. (TN CCSS Reading 1, 2; TN CCSS Writing 1)

12. Define the term normal flora and explain how its deviation can prevent or cause a disease or disorder. Outline specific preventive measures to align to acceptable standards of care in the healthcare field. (TN CCSS Reading 4; TN CCSS Writing 4; TN A&P 5)



Medical Therapeutics

5. Summarize the Health Insurance Portability and Accountability Act (HIPAA) and explain characteristics of advanced directives, living wills, durable power of attorney, and other legal directives governing medical treatment. Explain, using domain-specific language and accurate definitions of legal concepts, how the content of these legal documents impacts patients’ rights for all aspects of care. (TN CCSS Reading 1, 2, 4, 5)

6. Construct an argumentative essay developing a claim about the impact of a specific piece of local, state or federal legislation (such as, but not limited to, bans on smoking, changes to entitlements, etc) on the health of Tennessee. Develop claim(s) and counterclaim(s) fairly, supplying data and evidence for reasoning, including an accurate summary of the legislation. (TN CCSS Reading 1, 2; TN CCSS Writing 1)



Course Standard ComparisonTake 3 minutes to read through the standards in your course description document. Then turn and talk to your neighbor to answer the following questions:

1. What are the differences between our current standards and the new/revised standards?

2. What are the benefits of the revised course standards?

3. What are implications of the changes for you as a teacher and your local building/LEA administrators?


Sheila Carlton

Career Cluster [email protected]

(615) 532-2839

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


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


cte standards revisions (phase ii) workshop sheila carltonsheila carlton career cluster consultant,...

Documents

cte standards revisions

career readiness

new standards

common core state standards

needed slide

public administration

public safety

common core practices