preparing for common core standards in career and technical education high schools
DESCRIPTION
Preparing for Common Core Standards in Career and Technical Education High Schools. Instructional Implications and Effective Strategies. Adele T. Macula, Ed.D. [email protected]. Common Core and CTE June 26, 2012. Overview of the Day. Welcome/Introductions (9:00am) - PowerPoint PPT PresentationTRANSCRIPT
Preparing for Common Core Standards
in Career and Technical
Education High Schools
Instructional Implications and
Effective StrategiesAdele T. Macula, [email protected]
Common Core and CTE
June 26, 2012
Welcome/Introductions (9:00am)
Overview of the Common Core State Standards - Implications for Career and Technical Education (9:15– 10:50am)
ELA/Literacy MathematicsShifts ShiftsExemplars Priorities and FluenciesText-Dependent Questioning Exemplars
B r e a k ( 1 5 m i n u t e s )
Bridging Common Core and CTE (11:05am – 12noon)• Cross-Content Performance Mapping • Strategies to integrate academic and technical teachers into Professional Learning Communities.
L u n c h ( 4 5 m i n u t e s )
PARCC Update (12:50pm – 1:30pm)
Break-out Session (1:30pm-3:00pm)•Next steps, specific issues and challenges related to CTE high schools
Overview of the Day
Common Core and CTE
June 26, 2012
• During the 2014-2015 school year, students will be assessed on the Common Core standards for the first time.
• Two consortia of member states are currently developing the assessments.
• These new standards and assessments will influence the priorities, focus and sequence of instruction.
Implementing the Common Core State Standards
Common Core and CTE
June 26, 2012
The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School
Officers (CCSSO).
Released June 2010
45 states, DC and 3 territories have formally adopted
www.corestandards.org
New Jersey’s State Board of Education Adopts the Common Core State Standards
Common Core and CTE
June 26, 2012
The NJ State Board of Education on June 16, 2010 adopted a resolution calling for New Jersey’s
curriculum standards to be aligned with national Common Core Standards in math and language arts
literacy.
The standards are being phased in over time, beginning with curriculum development in 2010-2011.
The State Board’s resolution “directs that school district curricula for all students be aligned with these
revised K-12 standards in mathematics and English language arts and literacy in history/social studies, science, and technical subjects,” according to the
phased-in timeline.
NJ School Board Notes, June 23, 2010
New Jersey Adopts Common Core
Common Core and CTE
June 26, 2012
Engaging the Career and Technical Education
(CTE) Community in Common Core State Standards
Implementation
Implementing the Common Core State Standards
Common Core and CTE
June 26, 2012Achieve Report
http://www.achieve.org/CCSS-CTE-BridgingtheDividehttp://www.careertechnj.org/policy-issues/
1. Developing a Common Understanding of College and Career ReadinessInclude CTE leaders and business partners in efforts to create a broader view of college and career readiness.
2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation
3. Ramping up Communications and Information Sharing
Ensure that CTE representatives are part of the state, district and school team for planning and implementing the CCSS.
Implement a communications plan that specifically includes CTE administrators and instructors and uses a wide variety of communication strategies: email and listserves, informational videos, local workshops and presentations, and regional and statewide conferences.
4. Creating or Updating Curricular and Instructional Resources
Engage CTE and academic educators to update CTE standards to reflect the CCSS and create crosswalks between the new CCSS standards and existing CTE standards.
5. Enhancing Literacy and Math Strategies within CTE Instruction
6. Fostering CTE and Academic Teacher Collaboration
Launch new or build upon existing professional development activities to help CTE teachers integrate literacy and math strategies in their CTE classrooms.
Bring CTE and academic teachers together in structured professional development activities to review and reflect on the CCSS, unpack the standards to see how they can apply in the CTE context, and create model instructional resources.
7. Establishing Expectations for and Monitoring CCSS Integration into CTE
8. Fostering CTE and Academic Teacher Collaboration
Establish clear expectations for CCSS integration into CTE by including references to the CCSS in annual funding applications, continuous improvement planning, CTE teacher qualifications and criteria for local monitoring visits.
Ensure that postsecondary CTE is also included in outreach and implementation planning.
Common Core and CTE
June 26, 2012
www.corestandards.org
Fewer - Clearer - Higher
• Aligned to requirements for College and Career Readiness
• Based on evidence
• Honest about time
CCSS DESIGN
Common Core Standards Design
Common Core and CTE
June 26, 2012
www.corestandards.org
2 categories:
1. COLLEGE AND CAREER READINESS STANDARDS• what students are expected to learn when they have graduated
from high school
2. K-12 STANDARDS • English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects • Mathematics
CCSS DESIGN: ELA/Literacy and Math
Common Core and CTE
June 26, 2012What the Standards do NOT define:
• 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
www.corestandards.org
Common Core and CTE
June 26, 2012
The goal of ensuring that all students graduate from high school ready for college, careers and life has taken hold in every state across the nation.
Yet all too often, the focus on “college readiness” and “career readiness” remains in two distinct silos, even though there is little question that reading, writing, communications and mathematical reasoning are all core skills for success in postsecondary education, in the workplace and for citizenship and that educators across all disciplines should help students develop, deepen and refine these core skills.
Common Core and CTE
June 26, 2012
As states are working to align their education systems with the Common Core State Standards (CCSS) in support of the goal of graduating all students ready for college, careers and life, academic and career and technical education (CTE) leaders at the state and local levels can and should maximize this opportunity to finally break down the silos between their disciplines and collectively find ways to ensure that the new standards rigorously engage all students in both academic and CTE courses.
Right now, the moment is here, and the opportunity is clear:
Common Core and CTE
June 26, 2012
How CTE Administrators and Teachers Can Lead
Effective Implementation
Planning,
communicating
and collaborating
must begin now.
Evolutionary
rather than
revolutionary.
Build
instructional
capacity within
your system.
A Plan and a Process
Common Core State Standards
www.corestandards.orgwww.corestandards.org
ENGLISH LANGUAGE ARTS
andLiteracy in History/Social
Studies, Science, and Technical Subjects
www.achievethecore.org
Common Core and CTE
June 26, 2012ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
www.achievethecore.org
Common Core and CTE
June 26, 2012
Common Core and CTE
June 26, 2012
Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.
They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
www.corestandards.org
ELA/Literacy
Common Core and CTE
June 26, 2012CTE and the Common Core
•Implementation of CCSS affects instructional materials, curricula, professional development and assessment.
•There is potential opportunity for CTE educators to share their expertise around problem-based learning and the application of content to their colleagues in mathematics, English and other disciplines.
Common Core and CTE
June 26, 2012
College and Career Readiness (CCR) Anchor Standards
• Broad expectations consistent across grades and content areas
• Based on evidenceabout college andworkforce trainingexpectations
• Range and content
Gr. 6-12
Pg. 35
www.corestandards.org
Common Core and CTE
June 26, 2012
www.corestandards.org
ELA/Literacy
Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on
students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework
Range of reading and level of text complexity(standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range
of genres and subgenres
Common Core and CTE
June 26, 2012
Reading Anchor Standard #3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.(Pg. 38)
Gr. 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
Gr. 9-10: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
(Pg. 36)Gr. 8: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.
Gr. 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Gr. 6: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution.
CCR ANCHOR Standard for Reading (Literature)
Common Core and CTE
June 26, 2012
www.corestandards.org
ELA/Literacy
K−12 standards
• Grade-specific end-of-year expectations
• Developmentally appropriate cumulative progression of skills and understandings
• One-to-one correspondence with CCR standards
Common Core and CTE
June 26, 2012Key Advances
Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary
www.corestandards.org
www.corestandards.org
Common Core and CTE
June 26, 2012
www.corestandards.org
ELA/Literacy
Common Core and CTE
June 26, 2012
www.corestandards.org
ELA/Literacy
Common Core and CTE
June 26, 2012
www.achievethecore.org
ELA Unit Exemplar
A Close Reading of
Lincoln’s Gettysburg Address
www.corestandards.org
Pg. 58
Common Core and CTE
June 26, 2012
www.corestandards.org
Key Points – CCR Anchor Standards for Writing
WRITINGWriting types/purposes (standards 1−3)
•Writing arguments•Writing informative/explanatory texts•Writing narratives
•Strong and growing across-the-curriculum emphasis on students •writing arguments and informative/explanatory texts
•Aligned with NAEP Writing framework
Common Core and CTE
June 26, 2012
www.corestandards.org
WRITING (continued)Production and distribution of writing (standards 4−6)
•Developing and strengthening writing•Using technology to produce and enhance writing
Research (standards 7−9)•Engaging in research and writing about sources
Range of writing (standard 10)•Writing routinely over various time frames
Key Points – CCR Anchor Standards for Writing
Common Core and CTE
June 26, 2012
www.corestandards.org
Common Core and CTE
June 26, 2012CCR ANCHOR Standard for Writing
Writing Anchor Standard #8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Gr. 11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Gr. 9-10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering
the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Gr. 7 & 8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Gr. 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
www.corestandards.org
Common Core and CTE
June 26, 2012
www.achievethecore.org
Writing Exemplars
•Adopting a School Dress Code
•Wood Joints
•TIG/GTAW Welding
Common Core and CTE
June 26, 2012
www.corestandards.org
SPEAKING and LISTENING
SPEAKING AND LISTENINGComprehension and collaboration (standards 1−3)
Day-to-day, purposeful academic talk in one-on-one,small-group, and large-group settings
Presentation of knowledge and ideas (standards 4−6)Formal sharing of information and concepts, including through the use of technology
MEDIA and TECHNOLOGY•Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
Common Core and CTE
June 26, 2012
www.corestandards.org
Literacy in Content Areas
Standards for reading and writing in history/social studies, science, and technical subjects
•Progressions built Grades 6-12•Complement rather than replace content standardsin those subjects•Responsibility of teachers in those subjects
Alignment with college and career readinessexpectations
Overview of Standards for History/Social Studies, Science, and Technical Subjects
www.corestandards.org
Reading Standards for History/Social Studies, Science, and Technical Subjects• Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical Subjects• Write arguments on discipline-specific content and
informative/explanatory texts• Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary
Overview of Standards for History/Social Studies, Science, and Technical Subjects
Source: Indiana Dept. of Education
www.corestandards.org
Common Core and CTE
June 26, 2012
www.corestandards.org
ELA Appendices
AppendicesAppendix A:Research Supporting Key Elements of the Standards
Glossary of Key Terms
Appendix B: Text Exemplars andSample Performance Tasks
Appendix C: Samples of Student Writing
Common Core and CTE
June 26, 2012
www.corestandards.org
•Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. [RH.11–12.7]
• Students analyze the hierarchical relationships between phrase searches and searches that use basic Boolean operators in Tara Calishain and Rael Dornfest’s Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition.[RST.11–12.5]
• Students analyze the concept of mass based on their close reading of Gordon Kane’s “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. [RST.11–12.1]
• Students determine the meaning of key terms such as hydraulic, trajectory, and torque as well as other domain-specific words and phrases such as actuators, antilock brakes, and traction control used in Mark Fischetti’s “Working Knowledge: Electronic Stability Control.” [RST.11–12.4]
Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects (Grade 11)
Common Core and CTE
June 26, 2012
www.achievethecore.org
Publishers’ Criteria
DOCUMENT ORGANIZATION
2 Parts: (ELA & History/SS, Science, and Technical Subjects)
Each part contains following key criteria:I. Key Criteria for Text SelectionII. Key Criteria for Questions and TasksIII. Key Criteria for Academic VocabularyIV. Key Criteria for Writing to Sources and Research
The criteria for ELA materials in grades 3-12 have one additional section:V. Additional Key Criteria for Student Reading, Writing, Listening,
and Speaking
Common Core and CTE
June 26, 2012
www.achievethecore.org
What Can Be Done This Year?
1. Teachers are aware of and understand the shifts required to implement the Common Core Standards in ELA/Literacy.
2. Teachers can identify, evaluate and develop text-dependent (evidentiary) questions.
3. Teachers begin reviewing existing materials to develop text-dependent questions.
Common Core and CTE
June 26, 2012
www.achievethecore.org
Starting with Good Questions
1. A Guide to Creating Text Dependent Questions for Close Analytic Reading
2. Criteria for Evaluating a Set of Questions/Each Question in a Set
Common Core and CTE
June 26, 2012
Where is my school, district or classroom in the implementation process?
Taking a “snapshot”…
Just beginning? Developing practices? Full plan?
ELA/LITERACY
Common Core State Standards
MATHEMATICS
www.corestandards.orgwww.corestandards.org
Common Core and CTE
June 26, 2012M
•Focus and Coherence
•A few key topics at each grade level
•Progressions across grade levels: some content may have been moved to a different grade
•Domain and code
•Standards for Content and Standards for Practice
www.corestandards.org
MATHEMATICS
Common Core and CTE
June 26, 2012M
www.corestandards.org
MATHEMATICS
8 Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Common Core and CTE
June 26, 2012M
www.corestandards.org
MATHEMATICS
Standards for Mathematical Content
•K-8 standards presented by grade level•Organized into domains that progress over several grades•Grade introductions give 2–4 focal points at each grade level•High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Mathematics Standards Learning Progressions by Grade Level
Common Core and CTE
June 26, 2012MATH – 3 shifts
www.achievethecore.org
1. Focus: Focus strongly where the standards focus
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil/paper) 3 Multiply/divide within 100 Add/subtract within 1000
4 Add/subtract within 1,000,000 5 Multi digit multiplication ‐6 Multi digit division ‐Multi digit decimal operations ‐7 Solve px + q = r, p(x + q) = r 8 Solve simple 2X2 systems by inspection
Source: www.achievethecore.org
Required Grade LevelMath
Fluencies
Common Core and CTE
June 26, 2012Priorities in MATH
www.corestandards.org
Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Common Core and CTE
June 26, 2012Algebra – Grade 8
www.achievethecore.org
Graded ramp up to Algebra in Grade 8Properties of operations, similarity, ratio and proportional relationships, rational number system.
Focus on linear equations and functions in Grade 8•Expressions and Equations
•Work with radicals and integer exponents.•Understand the connections between proportional
relationships, lines, and linear equations.•Analyze and solve linear equations and pairs of simultaneous linear equations.
•Functions• Define, evaluate, and compare functions.• Use functions to model relationships between quantities.
Common Core and CTE
June 26, 2012
www.achievethecore.org
You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers(the taxpayers) that by the end of the year they will have “covered” the standards.
Excerpt from The Structure is the StandardsPhil Daro, Bill McCallum, Jason Zimba
Common Core and CTE
June 26, 2012High School Math Standards
www.corestandards.org
The high school standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and an ability to apply mathematics to novel situations, as college students and employees regularly do.
Standards indicated with a (+) are beyond the college and career readiness level but are necessary to take advanced mathematics courses such as calculus, advanced statistics, or discrete mathematics.
Common Core and CTE
June 26, 2012High School – Conceptual Themes
www.corestandards.org
•Number and Quantity•Algebra•Functions•Modeling•Geometry•Statistics and Probability
The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.
Common Core and CTE
June 26, 2012Modeling
www.corestandards.org
The high school standards emphasize mathematical modeling—the use of mathematics and statistics to analyze empirical situations, understand them more fully, and make better decisions. For example, the standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.
Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”
Algebra Overview
www.corestandards.org
Look at…Math Appendix, page 15 to 27…Algebra 1 Units and Course Content
Functions Overview
www.corestandards.org
Geometry Overview
Statistics and Probability Overview
Number and Quantity Overview
Appendix
www.corestandards.org
www.corestandards.org
Appendix – Page 6
Common Core and CTE
June 26, 2012
New Jersey and Achieve… Pilot Project - Math and Health Sciences
Achieve and NASDCTE have joined to pilot a process in which secondary and postsecondary educators develop and evaluate instructional tasks that demonstrate how high school mathematics expectations can be applied using Career Technical Education (CTE) content.
The work with NJ mathematics and health science teachers has been ongoing, and future plans for using the protocol are being developed.
Common Core and CTE
June 26, 2012What Can Be Done This Year?
• Teachers are aware of and understand the shifts required to implement the Common Core Standards in mathematics.
• Teachers identify the major work for the grade.
• Teachers begin reviewing existing materials to prepare for focus.
achievethecore.org
Common Core and CTE
June 26, 2012
Where is my school, district or classroom in the implementation process?
Taking a “snapshot”…
Just beginning? Developing practices? Full plan?
MATH
Common Core and CTE
June 26, 2012CCSS: Important but Insufficient
To be effective in improving education and getting all students ready for
college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the
Standards.
Common Core and CTE
June 26, 2012
CCTC are released - June 2012
Common Career Technical Core (CCTE), a shared set of rigorous, high-quality Career Technical Education (CTE) standards have been developed and were released on June 19th.
CCTE will ensure that all CTE students have access to high-quality, rigorous, career-focused learning opportunities in every state, and every community across the nation.
Common Career Technical Core (CCTE)
For more information on the CCTC, visit www.careertech.org/career-clusters/cctc
Common Core and CTE
June 26, 2012 Performance-Based Curriculum Integration
Integration Continuum
Common Core and CTE
June 26, 2012Curriculum Maps – HOW IT IS
Common Core and CTE
June 26, 2012
Common Core and CTE
June 26, 2012Curriculum Maps – HOW IT SHOULD BE
Common Core and CTE
June 26, 2012Performance Maps Across Subjects
Common Core and CTE
June 26, 2012Performance Maps Across Subjects
Common Core and CTE
June 26, 2012Performance Maps Across Subjects
Common Core and CTE
June 26, 2012Performance Maps Across Subjects
Common Core and CTE
June 26, 2012Putting Together an Effective Team
Common Core and CTE
June 26, 2012Professional Learning Communities
CCSS
PLCs
ISL!
Organizing and sustaining a PLC:•Establish a school’s baseline performance•Set goals•Plan future initiatives •Evaluate efforts toward collaboration and joint decision-making.
Getting Started: Reculturing Schools to Become Professional Learning Communities
Robert Eaker, Richard DuFour and Rebecca DuFour
ImprovedStudent Learning
Common Core and CTE
June 26, 2012PLCs…an effective PD system
Schools should strive to establish a strong ongoing professional development system
that provides every teacher with the confidence and pedagogical knowledge
capacity needed to improve their literacy and mathematics teaching and their judgments
on the assessing of student learning.
Virtual Professional Learning Communities
CTE Practices in PennsylvaniaPACTA website www.careertechpa.org
Common Core and CTE
June 26, 2012
The Capacity of a PLC: Four Interconnected Factors
Student LearningThe primary goalof any learningcommunity—
improving student
learning—is limited
only by a school’sability to
establish newstructures,
improvecommunication,enhance teacher
learning, anddevelop
collectiveintelligence.
New Structures and ProceduresHighly functioning learning teams have formalized, collaborative ways of identifying essential learning goals, assessing the extent to which students have mastered those learning goals, and responding to differentiated student needs. Establishing structured procedures for each of these processes is essential for efficient collaboration.
Improved CommunicationTeaching has long been defined by isolation. Educators have worked alone to address the needs of their students and rarely looked beyond their own classrooms. Schools functioning as PLCs see teachers engaged in frequent conversations, using communication to build shared understanding about teaching and learning. This collaborative work is built upon established systems for communication within and across learning teams.
Enhanced Teacher LearningThe most effective learning communities are defined by a spirit of reflection, an action orientation, and a focus on “collective inquiry” (DuFour, DuFour, & Eaker, 2008). Teachers are continuously revisiting their instruction together, working to tailor practices to match the individual needs of the student population they serve. Instructional capacity improves as teachers share ideas across classrooms and as they experience systematic training in action research.
Collective Ownership and IntelligenceTeachers take ownership of all students and respond as a collective entity to challenges and opportunities. They make efforts to identify and then amplify instructional practices that work—and to eliminate those that are ineffective. Teams create warehouses of best practices that all members of a faculty can draw from to develop an understanding of student needs.
Building a PLC at Work. 2010 Solution Tree Press
Common Core and CTE
June 26, 2012PD…PLCs…CCSS
PD within a
PLC
CCCS Implementation
The paradigm for teacher professional development has shifted in this decade to become a professional collaborative activity.
Types of Learning Communities•Study Groups (Departmental Meetings)•Action Research Teams (Task Force Committees)•Communities of Practice (Mentors)•Conversation Circles•Communicating Online (Videoconferencing, Webinars)
Common Core and CTE
June 26, 2012
Where is my school, district or classroom in the implementation process?
Taking a “snapshot”…
Just beginning? Developing practices? Full plan?
PLCs
Common Core and CTE
June 26, 2012PARCC
Common Core and CTE
June 26, 2012
Partnership for Assessment of Readiness for College and Careers (PARCC)
Governing Board States Participating States
Common Core and CTE
June 26, 2012PARCC Goals
1. Create high-quality assessments.
2. Build a pathway to college and career readiness for all students.
3. Support educators in the classroom.
4. Develop 21st century, technology-based assessments.
5. Advance accountability at all levels.
Common Core and CTE
June 26, 2012
• To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.
• Two summative, required assessment components designed to• Make “college- and career-readiness” and “on-track” determinations• Measure the full range of standards and full performance continuum• Provide data for accountability uses, including measures of growth
• Two non-summative, optional assessment components designed to • Generate timely information for informing instruction, interventions, and
professional development during the school year• An additional third non-summative component will assess students’ speaking
and listening skills
PARCC Assessment Components
Common Core and CTE
June 26, 2012Goal 1: High Quality Assessments
The PARCC assessments will allow us to make important claims about students’ knowledge and skills.
• In English Language Arts/Literacy, whether students:• Can Read and Comprehend Complex Literary and
Informational Text• Can Write Effectively When Analyzing Text• Have Attained Overall Proficiency in ELA/literacy
• In Mathematics, whether students:• Have Mastered Knowledge and Skills in Highlighted
Domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6)
• Have Attained Overall Proficiency in Mathematics
Common Core and CTE
June 26, 2012PARCC Refined Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Flexible
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of concepts
and skills
End-of-Year Assessment
• Innovative, computer-based items
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
Mid-Year Assessment• Performance-based• Emphasis on hard-to-
measure standards• Potentially summative
Performance-BasedAssessment (PBA)
• Extended tasks• Applications of concepts
and skills
Summative,Required assessment
Non-summative, optional assessment
Speaking And
Listening
Common Core and CTE
June 26, 2012Evidence-Centered Design (ECD)
Claims
Design begins with the inferences (claims) we want to make about studentsDesign begins with the inferences (claims) we want to make about students
Evidence
In order to support claims, we must gather evidence
Task Models
Tasks are designed to elicit specific evidence from students in support of claims
ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability
of year-to year results, and increase efficiencies/reduce costs.
Common Core and CTE
June 26, 2012
Goal #2: Build a Pathway to College and Career Readiness for All Students
K-2 3-8 High School
SUCCESS IN FIRST-YEAR,
CREDIT-BEARING, POST-
SECONDARY COURSEWORK
K-2 formative assessment
being developed,
aligned to the PARCC system
Timely student achievement data showing students, parents and educators
whether ALL students are on-track to college and career
readiness
College readiness score to identify who
is ready for college-level coursework
Targeted interventions &
supports:•12th-grade bridge courses• PD for educators
ONGOING STUDENT SUPPORTS/INTERVENTIONS
Common Core and CTE
June 26, 2012
Goal #3: Support Educators in the Classroom
K-12 Educator
INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION
PROFESSIONAL DEVELOPMENT MODULES
TIMELY STUDENT ACHIEVEMENT DATA
EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING
Common Core and CTE
June 26, 2012
Goal #4: Develop 21st Century, Technology-Based Assessments
PARCC’s assessment will be computer-based and leverage technology in a range of ways:Item Development
• Develop innovative tasks that engage students in the assessment process
Administration• Reduce paperwork, increase security, reduce shipping/receiving &
storage• Increase access to and provision of accommodations for SWDs and ELLs
Scoring• Make scoring more efficient by combining human and automated
approaches
Reporting• Produce timely reports of students performance throughout the year to
inform instructional, interventions, and professional development
Common Core and CTE
June 26, 2012
Goal #4: Develop 21st Century, Technology-Based Assessments
PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:
• School and district effectiveness
• Educator effectiveness
• Student placement into college-credit bearing courses
• Comparisons with other state and international benchmarks
PARCC assessments will be designed for other accountability uses as states deem appropriate
PARCC TimelineCommon Core
and CTEJune 26, 2012
www.parcconline.org
SY 2011-12
Development begins
SY 2012-13
First year pilot/field testing and
related research and
data collection
SY 2013-14
Second year pilot/field testing and
related research and
data collection
SY 2014-15
Full administration
of PARCC assessments
SY 2010-11
Launch and design phase
Summer 2015
Set achievement
levels, including
college-ready performance
levels
PARCC “Model Content Frameworks”Common Core
and CTEJune 26, 2012
www.parcconline.org
www.achievethecore.org
Breakout SessionCommon Core
and CTEJune 26, 2012
Principals of Career Academiesand
Principals of Traditional Technical High Schools
Next Steps
Specific issues and challenges related to their schools
Collaborations and Partnerships
Common Core and CTE
June 26, 2012Achieve Report Recommendations
1. Developing a Common Understanding of College and Career Readiness
2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation
3. Ramping up Communications and Information Sharing
4. Creating or Updating Curricular and Instructional Resources
5. Enhancing Literacy and Math Strategies within CTE Instruction
6. Fostering CTE and Academic Teacher Collaboration
7. Establishing Expectations for and Monitoring CCSS Integration into CTE
8. Involving Postsecondary CTE in CCSS Implementation