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New CTE Model Curriculum Standards

Training and Implementation Plan 2014-2015

Roybal Learning Center

Multipurpose Room

1200 W. Colton Street

Los Angeles, CA 90026

Date: Saturday, February 21, 2015

Time: 9 am – 1 pm

7:45 – 8 am Secondary CTE Sign-in for Training/Workshop 8 am – 9 am Secondary CTE Business 8:45 – 9 am Adult CTE Sign-in Training/Workshop 9 am Welcome, Introductions, Logistics by Sherry Davis, CDE 9:20 am Overview of the New CTE Model Curriculum Standards

(approved by California State Board of Education, January 2013) 9:45 am CCSS and CTE MCS – Tying It All Together 10:15 am New CTE MCS – Implementing Into Your Curriculum 10:45 am **15 Minute Break!!** Be back on time for the group activity 11 am Group Activities for Implementation by Industry Sector 12 pm Question and Answers About the New CTE MCS 12:30 pm Standards for Career Ready Practice – 21st Century Skills…. 1 pm Workshop Evaluation –What’s Next – Closing Thank you to Marcia Vidal @ Cengage Learning for the Morning Refreshments!!

Goals for Training

! Goal: Discuss & Demonstrate Alignment of Current CTE Course Outlines by Industry Sector to Anchor & Pathway Standards ! Goal: Discuss & Demonstrate Integration of Common Core Standards with CTE Model Curriculum Standards Academic Alignment Matrix

Day One – Module 2 Content & Curriculum

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The new model curriculum standards are available

online at: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

1.  Model Curriculum Standards overview 2.  Standards for Career Ready Practice 3.  Knowledge & Performance Anchor

Standards 4.  Pathway Standards overview and

integration 5.  Resources & Next Steps

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What I already know about the CTE Model Curriculum Standards

What I would like to learn about the CTE Model Curriculum Standards

What I learned today about the CTE Model Curriculum Standards

1. Model Curriculum Standards overview Upon completing this session, you will understand: ! What are Model Curriculum Standards? ! How are they structured ! What is important to me?

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•  Changes in industry•  21st century demands on students•  Common Core Standards

Five areas that have shifted over the last 8 years.

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Anchor CCSS Pathway

Industry

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▶ Fewer, clearer, deeper ▶ Research and evidence based ▶ Reasonable in scope ▶ Essential, rigorous, clear, specific and coherent ▶ Aligned with postsecondary and work expectations ▶ Measurable

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Research !  Bloom’s Taxonomy (Revised) !  Rigor and Relevance Framework – Bill Daggett !  Knowledge Dimension - Anderson, Lorin and

David Krathwohl !  Depth of Knowledge - Norman L. Webb

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Rigor/Relevance Framework

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Knowledge Metacognitive to form a coherent whole Procedural how parts relate, find Coherence Conceptual clarify, give examples Factual recognize, 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

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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

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A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives* PDF handout of the Model of Learning Objectives (1.7MB) If you have trouble accessing the interactive Flash-based model below, the content is available in a text-only table.

http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/

Knowledge

Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3)

Conceptual clarify, give examples (DOK Level 2)

Factual recognize, recall, locate (DOK Level 1)

Performance Use

one-step process to solve routine problems

Apply multiple step process to solve routine problems

Solve non-routine problems using a sequence of steps

Create solutions to non-routine real world complex problems using multiple steps and sources

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

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Knowledge




Performance Use





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

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Knowledge




Performance Use





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


Explain the advantages and disadvantages of using recycled building materials

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Knowledge




Performance Use





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.

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Knowledge




Performance Use





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Old New Building, Trades and Construction Building and Construction Trades

Finance and Business Business and Finance

Information Technology Information and Communications Technologies

Engineering and Design Engineering and Architecture

Energy and Utilities Energy, Environment, and Utilities

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Employer

Industry Specific

Pathway Standards

Industry Sector Anchors (Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

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▶ Unique standards within each industry sector ▶ Organized by careers within the industry

sector of similar functions, services, and work environments

▶ Rewritten using action verbs in place of “know and understand”

▶ Build from simple to complex knowledge and performance

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Employer

Industry Specific

Pathway Standards



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ü 1. What are you already doing? 2. What could you integrate? ! 3. What surprises you?

? 4. What standards might you need help with?

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Employer

Industry Specific

Pathway Standards



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4. Pathway Standards Upon completing this session you will understand: ! What are the Pathway Standards? ! How do I integrate them in my courses?

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Employer

Industry Specific

Pathway Standards



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ü 1. What are you already doing? 2. What could you integrate? ! 3. What surprises you?

? 4. What standards might you need help with?

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Reminders as you review Pathway Standards:

1. The standards are not a course outline. 2. Courses need not cover every standard. 3. Course lessons should map back to a standard. 4. Some pathways have significant changes, some have minimal changes. 5. The purpose is to review the new standards and ensure your course(s) align to standards.

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Option A: Start with the CTE Pathway Standards and have each teacher mark each standard according to these guidelines:

M: Mark the standard with an “M” if they merely

mention the content of that standard

T: Mark with a “T” if they actually teach the content of that standard

R: Mark the standard with an “R” if they reinforce the standard with a Key Assignment that assesses it

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Education, Child Development, and Family Services Pathway Standards

A1.0 Recognize the essential aspects of the early childhood education, child care, and development industry and the industry’s role in state and local economies.

A1.1 Describe the organizational structures in early childhood education, child care, and development facilities.

A1.2 Explain the effect of the child care and development industry on state and local economies.

A1.3 Understand the interdependence of various career roles and how those roles contribute to the success of the child care and development program or work site.

A1.4 Research the functions and roles of the various careers in the child care and development industry.

A1.5 Identify the components of professionalism and how to practice professional behaviors.

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M

T R

Option A, Sample 1 Make marks here:

Health Science and Medical Technology Pathway Standards

B2.0 Understand the basic structure and function of the human body and relate normal function to common disorders.

B2.1 Know basic human body structure and function in relationship to specific care between prevention, diagnosis, pathology, and treatment.

B2.2 Describe basic stages of growth and development.

B2.3 Recognize common disease and disorders of the human body.

B2.4 Compare normal function of the human body to the diagnosis and treatment of disease and disorders.

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R T

R

M

Option A, Sample 2 Make marks here:

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CCSS Pathway Standards

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!  Become more familiar with CCSS & MCS !  Integrate CCR in lessons ! Discuss revisions with colleagues & advisory

!  Explore collaboration with academic AND CTE colleagues

!  Share ideas, samples & achievements!

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!  Working on your unit or lesson plans at your local sites and others in your CTE department that was not here today

!  Plan on a 2nd training to continue where we left off today – bringing your revised unit or lesson plans with you to further work on or discuss how you are doing it

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!  Instructional Shifts with a focus on: ◦  Literacy: Critical Reading and Writing ◦  Collaborative Learning ◦  Project-Based Learning

!  Instructional Strategies that address: ◦  Knowledge and Performance Anchor Standards ◦  Career Ready Practices ◦  Pathway Standards

!  Assessment Strategies

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At the end of this Module, the participant will: 1.  Obtain high-yield, research-based instructional

strategies to increase student engagement and achievement

2.  Understand how to align instructional practice with the upgraded CTE Model Curriculum Standards

3.  Evaluate assessment strategies that align to CTE Model Curriculum based lessons

4.  Be empowered to lead cross-curricular collaboration

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Learn to Do

Do to Learn

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How do we as CTE Educators maintain our identity as CTE, and at the same time rigorously support the core academic curriculum in our classrooms?

!  Research-based, high-yield instructional strategies: ACHIEVEMENT

!  CTE contextualizes content: ENGAGEMENT

!  Project-Based Learning: RELEVANCE

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!  Conduct short, focused projects and longer term, in-depth research

!  Produce clear and coherent writing, whatever the selected format

!  Communicate research

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!  Lead high-level, text-based discussions !  Focus on process, not just content !  Create assignments for audiences outside

of the classroom and with real purpose !  Teach argument, not persuasion !  Increase text complexity

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Carnegie Corporation. Writing next: Effective strategies to improve writing of adolescents in middle and high schools. 2007.

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Engage with Complex

Text

Extract and Employ

Evidence Build

Knowledge

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Thank you for your participation!!

Again, Thank you to Marcia Vidal @ Cengage Learning for the Morning

Refreshments!!

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cte mcs training module 2.lausd

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