CTE and the Common Core

Tom ThompsonKarin MosconJennell Ives

Why Revisit This?• 40/40/20• Teacher effectiveness• New assessments• CTE as a solution• Interest from business and industry• Common elements of standards• College and Career Readiness

Where is CTE in the Math Common Core?

Where is CTE in the ELA Common Core?

Where is CTE in the NGSS?

Connections

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What’s New in Math?Applied Math Project

How would you go about using math to build this staircase?

Project PurposeCreate a collaborative model for developing a technical math course that meets graduation requirements and improves student performance

Joint Effort• Oregon Department of Education

(ODE) • National Research Center for Career

and Technical Education (NRCCTE) • Lane County Education Service

District (ESD)

Three Year R&D

Phase 1: Year 1Development teams design instructional units for trial implementation in Year 2.

Phase 2: Year 2Development teams implement the course and refine the units for a Year 3 test.

Phase 3: Year 3Technical math course is implemented and tested at pilot schools.

Key Features of the Model

• Be replicable • Meet HS math levels, standards, or

both• Offer a systematic, intentional

approach (not episodic)• Involve partnerships with career and

technical education (CTE)

Foci of Units

• Manufacturing • Bridge • Staircase• Trusses• Electrical

• Energy Transfer• Architecture • Animal House • Marketing

A combination of Algebra and Geometry was situated in CTE-oriented units:

Student Measures• Pre- and post-testing of mathematics ability in

tech math and comparison classrooms (Accuplacer)

• Math Attitude Inventory (ATMI)• Demographic student surveys• Artifacts of student activities and

accomplishments

Year 3 Findings• Significantly improved math attitudes over peers in

comparison classrooms• Comparable math achievement to peers in

comparison classrooms• Students with high pre-test scores improved over

their peers in geometry classes

Student Feedback “I learned a lot now I will be able to

help my dad build a house this summer”

“ Math is starting to make sense to me”

“Working in teams is a lot of fun someone always knows what to do.”

Emergent Principles• Fostering partnerships between math

and CTE teachers. • Emerging communities of practice. • Math as a central feature of situated

problems and questions • Adapting instruction within the units • “We are teaching mathematics in

context: we are not CTE teachers.”

Literacy and CTEImplementing Instructional Shifts to

Support Student Transitions into CCSS

Place a zero at one end of the number line,

and 1 billion at the other end….

_________________________________________________0 1 billion

On your number line, place where 1 million would go….

Please draw a number line on a piece of paper

How Much is a

Million?

The amount of information is exploding!

In 1870 the information a person would encounter in a lifetime is the same amount of information now found in one issue of the New York Times.

The digital Universe has grown 1000% in the last 2 years

There are now 450,000 words in the English Language. That’s 7times more than William Shakespeare had to choose from.

Business as Usual?

The majority of jobs our students will

have do not currently exist. The technology they will use hasn’t

been invented yet They will be solving problems that

haven’t even emerged yet.

What Do Students Need to Know?

Tools for Teachers:

Implementing Key Shifts in the CCSS

1. Increase Reading of Informational Text2. Text Complexity3. Academic Vocabulary4. Text-based Answers5. Increase Writing from Sources6. Literacy Instruction in all Content Areas

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Oregon Common Core Shifts

Oregon CCSS Toolkithttp://www.ode.state.or.us/go/CommonCoreCommon Core State Standards – ELA & Literacy Resourceshttp://www.ode.state.or.us/search/page/?id=3359

• At least 50% of reading in elementary grades shifts to

informational (current estimate: 7%)• By middle school, the percentage increases to 55%

(current estimate: 15%)• By the end of high school, 70% (current est. 20%)

• This reflects the premise that to be college and career-ready, students need to read an increasingly higher percentage of informational text throughout the school day. This can be difficult for students to accomplish without strategies and practice.

Shift 1: Increase Reading of Informational Text

This site is sponsored by the High Desert ESD,

Office of Career and Technical Education

http://www.cteliteracylessons.com/lesson_results.cfm On it you can find lesson plans with strategies

to use for supporting students. These strategies are from the Literacy in CTE workshops.

Literacy in CTE

Shift 1: Balance

Informational and Literary Text

What the Student Does

Build Content Knowledge

Gain exposure to the world through reading

Apply comprehension strategies

What the Teacher Does

Balance informational and literary text

Scaffold for informational texts

Teach “through” and “with” informational text. This can include various formats. (books, essays, primary documents, articles, the internet, charts, graphs…)

Demands that college, careers, and citizenship

place on readers have increased over the last 50 years

The difficulty of college textbooks, as measured by Lexile scores, has increased over the past 50 years

Many careers require reading complex technical text By college/career, students are expected to read

complex texts with a high level of independence Based on ACT test data, only 51% of high school

seniors are prepared for postsecondary reading

Shift 2: Text Complexity

Shift 2: Text Complexity

What the Student Does

Re-read texts to delve deeper into meaning and understanding

Have a “balanced reading diet”. Different texts for different purposes. (easier and harder to read)

Tolerate frustration with text and persevere to comprehend.

What the Teacher Does

Use texts with more complexity at all grade levels

Match readers with appropriate texts and tasks

Provide scaffolded instructional supports that will lead to independence

Engage as a learner with other adults

Differences in students’ vocabulary levels is a

key factor in academic achievement disparity. Research suggests that if students are going

to grasp and retain words and comprehend text, they need incremental, repeated exposure…to the words they are trying to learn.

Three tiers of words: emphasis on Tier 2 words (academic vocabulary)

Shift 3: Academic Vocabulary

Tier 1: basic vocabulary, more common words that most children

will know: include high-frequency words, and usually don’t have multiple meanings

Tier two: Less familiar vocabulary found in “text and tests”. They often are more precise or subtle forms of common words -analyze, consider, integrate, synthesis

-saunter v. walk

Tier three: Domain specific, critical to understanding the concepts of a content. Usually low frequency use. Ex. Isotope, peninsula

Averil Coxhead Beck and McKeown

Three Tiers

Shift 3: Academic

VocabularyWhat the Student

Does Use “high octane” words

across content areas while listening, speaking, reading and writing

Build a database around “language as power”.

Understand registers and when to use formal/informal language.

Practice, practice, practice

What the Teacher Does

Develop students’ ability to use and access words

Be strategic about which words to focus on (tier 2)

Help students understand parts of words and patterns

Help students with word choices in writing

Student Organizations in CTE supporting use of language for jobs.

Rich and rigorous conversations which are

dependent on students reading a central text or multiple texts

Greater emphasis in the standards for students to make explicit references to textual evidence.

Text based answers are grounded in text based questions.

Text based questions/answers provide more equity in classrooms.

Shift 4: Text-based Answers

More instructional time spent outside the text

means less time inside the text. Departing from the text in classroom

discussion privileges only those who already have experience with the topic.

It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading/ writing.

The CCSS are College and Career Readiness Standards.

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An issue of equality: Time in class/text

Non-Examples and Examples

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received? Explain your reasoning using examples from the letter.

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described?

Not Text-Dependent Text-Dependent

Text dependent or

not? 1. According to this speech, why did the North fight the civil war?

2. Have you ever been to a funeral or gravesite?

3. Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

Shift 4: Text Based Answers

What the Student Does

Find evidence to support their argument

Form judgments in a scholarly fashion

Analyze the arguments of others

Engage with the author and understand why the specific structure of the text was used.

What the Teacher Does

Facilitate evidenced based conversations about text

Keep students “in the text” Identify questions and tasks

that are text dependent. Provide practice for

students to reason, justify and present argument orally, in reading, and in writing.

Greater emphasis on the selection and use of

sources when writing to inform or to make an argument

Separate Claim dedicated to research/inquiry to investigate and write about topics.

Move toward performance tasks in assessments that focus on research skills

Research to Build and Present Knowledge one of the College and Career Readiness Anchor Standards for writing

Shift 5: Increase Writing from Sources

Narratives: Primarily in elementary

HS only 20% dedicated to narrative Inform and explain

Rendering complex information clearly: precision and command of evidence is at the heart of their craft

Argument Analytical writing: Makes good arguments based on evidence

Short focused research projects: several throughout the year Extended research Content Areas: Understanding that writing remains coherent,

attention to grammar and conventions, but format will be different.

CCSS focus is on Mastery of three different types of writing:

Shift 5: Increase Writing from

Sources

What the Student Does

Generate informational text

Make arguments using evidence

Organize for persuasion/argument

Compare multiple sources

What the Teacher Does

Spend less time on personal narratives/ opinion papers.

Present opportunities to write from multiple sources

Provide opportunities to analyze and synthesize ideas

Develop students’ voice so that they can argue a point with evidence

Allow students to form and articulate conclusions about the text.

Clear message that literacy is not just an ELA issue Separate literacy standards: Literacy in

History/Social Studies, Science, and Technical Subjects

Correlates to the increased emphasis on reading informational text

Content area (domain-specific) text during ELA instruction; attention to literacy through listening, speaking, reading, and writing throughout the curriculum in your class.

Shift 6:Literacy Across All Content Areas

Shift 6: Literacy Across

All Content AreasWhat the Student Does

Build content knowledge and understanding through texts

Comfortably use a variety of texts: primary source, internet, essays, articles, speakers, discussions, research

Multiple short and focused research projects

Long term research

What the Teacher Does Use texts for students

to compare and arrive at conclusions

Give students experiences with multiple types of text in real world experiences

Provide students with opportunities to speak, read, and write within the discipline.

Language will be taking a new role in all

classrooms. Argument Justification Collaboration Inquiry Analyzing Presenting

Language and the Art of Language

Subject area teachers integrate the literacy

standards into technical subjects and Career-Related Learning Standards.

http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA

Link for Common Core State Standards for Literacy in Science and Technical Subjects

College and Career Readiness Anchor

Standards for Reading Grade Specific Standards College and Career Readiness Anchor

Standards for Writing Grade Specific Standardshttp://www.ode.state.or.us/search/page/?id=3801

Link to CCSS Toolkit for Content Area Literacy Implementation

Literacy Standards for Science and Technical

Subjects handouts

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Connections

Karin MosconOregon Department of EducationCivil Rights and Literacy Specialist

Phone: 503-947-5706

Email: karin.moscon@state.or.us

Questions?

Oregon has new Science Standards!

CTE can play a role in helping students apply scientific

practices

NGSS Vision• Learning as a developmental progression • Engaging students in scientific investigations and

argumentation to achieve deeper understanding of core science ideas

• Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design

KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES

NGSS BackgroundAchieve NGSS Website• Development Process and Timeline• Standards in Multiple Formats for Download and Online Searching• Support Documents• www.nextgenscience.org/next-generation-science-standards

ODE NGSS Website• Feedback Survey www.surveymonkey.com/s/ngss_or • Announcements of Upcoming Work on Adoption, Transition, and

Implementation• Resources• www.ode.state.or.us/search/page/?id=3508

*Oregon Science Teachers Association NGSS Position Statement

Science Panel Recommendations

Adopt the Next Generation Science Standards.Recommendation to adopt integrated middle school

grade level progression similar to the sequence adopted by California.

Statewide implementation of NGSS in Oregon classrooms by 2016-17.

Statewide operational implementation of NGSS assessment in Oregon by 2018-19.

NGSS Conceptual Shifts1. Interconnected Nature of Science as it is Practiced and

Experienced in the Real World

2. Student Performance Expectations – NOT Curriculum.

3. Science Concepts Build Coherently from K–12

4. Focus on Deeper Understanding of Content as well as Application of Content

5. Science and Engineering are Integrated in the NGSS

6. Prepare students for College, Career, and Citizenship

7. The NGSS and CCSS are Aligned

Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Developing explanations and designing solutions

7. Engaging in argument

8. Obtaining, evaluating, and communicating information

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NGSS Scientific & Engineering Practices Nature of science and engineering

1. Asking questions (for science) and defining problems (for engineering)

Science focuses on questions about the natural world.Engineering focuses on practical problems.

2. Developing and using models Science is about models.Engineering exploit models.

3. Planning and carrying out investigations Science is about research. Engineering as iterative improvement.

4. Analyzing and interpreting data Science is analytical.Engineering is about data.

5. Using mathematics and computational thinking

Mathematics is the language of science and engineering. Computational thinking allows scientists & engineers to exploit computers.

6. Constructing explanations (for science) and designing solutions (for engineering)

Science is about explanations. Engineering is about solutions.

7. Engaging in argument from evidence Science is arguments and argumentation.

8. Obtaining, evaluating, and communicating information

Science as assessing available information and relating it to claims. Engineering as using information to evaluation methods and solutions.

Connections

Four Things Every Teacher Can Do!

• Give students a strong base of knowledge through content rich texts and discussion of learning experiences

• Have students read, write, speak, and think based on evidence

• Have students construct viable arguments and critique the thinking of others

• Engage students in argument from evidence

Resources

• http://opas.ous.edu/EDOSC/Materials.php• http://ngss.nsta.org/latest-news/

Questions?

• Tom Thompson – tom.thompson@state.or.us• Karin Moscon – karin.moscon@state.or.us• Jennell Ives – jennell.ives@state.or.us