Presentation on theme: "PA Core Standards and Academic Integration"— Presentation transcript:
1 PA Core Standards and Academic Integration Mrs. Michelle BonserMrs. Joann GomezMr. James GranahanMr. Patrick McHaleDr. Carolyn ShegelskiMr. Frank ZasoMonroe Career & Technical Institute
2 23 Programs at MCTI Electrical Technology Auto Collision Repair Electronics TechnologyGraphic CommunicationsHealth ProfessionsHorticultureHotel, Resort, & Tourism ManagementHVACMarketingMasonryPlumbing TechnologyPower Equipment TechnologyWelding TechnologyAuto Collision RepairAutomotive TechnologyBuilding Trades MaintenanceCarpentryComputer Networking & SecurityComputerized Machine Tool TechnologyCosmetologyCriminal JusticeCulinary ArtsDiesel TechnologyDrafting & Design TechnologyThe instructors of the bold type program are part of the presentation.
3 Topics PA Core Standards in MCTI Learning Guides Meeting the PA Core Standards in ReadingMeeting the PA Core Standards in WritingAdding PA Core Standards of Mathematical Practice to CTE Math Content
4 Integrating Academic Standards at MCTI Instructors teaching CTE program tasks and helping students to make connections to academic content standards so that students are college and career ready.
5 PA Core Standards in the Learning Guides Use Guides4Learning for our learning guides and lesson plans.
6 Updated Learning Guides in 2013 PA Core StandardsBCTE put out a list of correlated ELA (reading and writing) and Math content standards for some programs.Coaches correlated ELA and Math PA Core Standards with programs that were not included using their knowledge and expertise.Updated PA Content StandardsCoaches put in correlating Science, CEW, Business, Technology, Art, Health and Physical Education, etc. content standards.
7 PA Core Standards for ELA & Math in the Learning Guides Focus Standards I & IIEnglish Language Arts (ELA) – reading and writingProblem Solving, Measurement, and CalculationSome Algebra and Geometry for those programs who have more advanced math contentConnecting StandardGrades 5-8 Math Standards that students are expected to already know so they are prepared to learn the mathematics that is part of their trade area or industry.
8 MCTI Website www.monroecti.org Programs tab www.guides4learning.com We use the Guides4Learning software from James Daniel & Associates - Dan Perna’s company
9 ELA Found in Many Programs Cite specific textual evidence to support analysis of science and technical texts…Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks…Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context…Integrate and evaluate multiple sources of information …Produce clear and coherent writing…Write informative/explanatory texts…
10 Math Found in Many Programs Apply properties of rational and irrational numbers to solve real world or mathematical problems.Use units as a way to understand problems and to guide the solution of multi-step problems.Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.Extend the knowledge of arithmetic operations and apply to complex numbers.
11 Math Found in Some Programs Summarize, represent, and interpret data…Analyze relationships between two-dimensional and three-dimensional objects.Apply trigonometric ratios to solve problems involving right triangles.
12 Grades 5-7 Basic Math Standards that Students Should Already Know Identify and choose appropriate processes to compute fluently with multi-digit numbers.Model and solve real-world and mathematical problems …Solve problems using conversions within a given measurement system.Apply and extend previous understandings of numbers to the system of rational numbers.Analyze proportional relationships and use them to model and solve real-world and mathematical problems.
13 Some Programs Need Students to Know Grades 6-8 Geometry Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and volume.Solve real-world and mathematical problems involving angle measure, area, surface area, circumference, and volume.Understand and apply the Pythagorean Theorem to solve problems.
14 What do CTE teachers need to do with these “new” PA Core Standards? Most of the ELA standards, especially the reading and vocabulary, have already been integrated as part of the literacy strategies teachers are already using.Writing needs better implementation and additional strategies.PA Core Standards of Math Practice need to be included in the existing math instruction.
15 How MCTI Implements PA Core Standards Data analysis of NOCTI testing results at the class and student level.Professional Development that includes teachers working with coaches in small groups and one-to-one.Adapting research based and best practices to work with CTE content and instruction.
16 Individual and Small Group PD Half day Individual Meeting to assist teachers in learning, practicing, and documenting PA Core Standards of Math Practice and ELA strategies into their instruction.Small Group Meetings to discuss instructional practices that exemplify how teachers are incorporating the PA Core Standards of Mathematical Practice and ELA into their teaching practice.One to One Meetings to assist teachers with lesson planning and implementation.We have been using this professional development strategy for the last three years. Starting tying the literacy, mathematics, and PA-CS professional development to the requirements of the Framework for Teaching. Teachers were meeting those requirements by using the strategies that we had been working on for the last 3 years.
17 Professional Development Topics over the Last Three Years Reading, Chunking Text, Main IdeasContent Retention StrategiesVocabulary StrategiesCollins WritingInstructional Strategies that use TechnologyPA Core Standards for Mathematics and ELAPA Core Standards of Mathematical PracticeEssential Math Questions Activities with links to NOCTI and PA Core Standards of Math PracticeNOCTI Data – Task Link Data Analysis, Integrated Academic Report
18 A Computerized Machine Technology student uses an app on his cell phone while working on a project. Students using personal devices to access technology has been allowed for the last few years.Jim’s Slide
19 PA Core Standards for ELA What do we do to implement these?What do they look like in the CTE theory room?What strategies do we already have?What do we need to improve?
20 ELA Reading for Comprehension Chunking Information Vocabulary High Interest Articles related to trade areaChunking Information“Foldables” Note-makingVocabularyCollins WritingMain Ideas and SummariesWe already had some of these strategies in place from previous years.– “Foldables” introduced to teachersCoaches researching and learning about Collins Writing
21 Health Occupations students make notes using Dinah Zike’s Foldables. These are Layered Books and Tabbed Books.Joann’s Slide
22 Vocabulary Strategies Flash CardsWord Walls – provided teachers with paper and markers→ Resources Tab → Literacy Resources→ Word WallsQuizlet - anytime online flashcard resource–focus on Vocabulary Strategies; go to websites and show resources; use Auto Technology for Quizlet – a list of terms is there from MCTI– Quizlet and technology vocab strategies
23 Criminal Justice students create a word wall of terminology Criminal Justice students create a word wall of terminology. The shape of the construction paper cut-out is the same as their badge!
24 Graphic Communications students practice terminology with a flash card circle.
25 Collins WritingInstructors were given professional development on Collins Type 1 and Type 2 early in the school year.Introduced to Type 3 and the 10% Summaryus_sheet_START.pdfschool – Collins Type 1 & 2Focus for Collins Type 3 and 10% Summary
26 Building Trades Maintenance students completing a Collins Type 1 Writing assignment. Pat’s slide
27 PA Core Standards for Mathematical Practice NOT Math Content
28 Excerpts from PA Core Standards for Mathematical Practice Balanced combination of procedure and practiceEncourage multiple representations…Require students to explain and justify solutions, procedures, and mathematical thinkingNOT content standardsDescribe ways students should engage mathematicsConnect the content to practical situations and technologyWhat does this mean to a CTE teacher?
29 PA Core Standards of Math Practice or “Mathematical Thinking” Adapted for CTE Spend time and energy on problems that are important to your trade. Practice frequently and over time …Connect the math in the program to academic math…Develop speed and accuracy with simple calculations that are part of your trade area…Memorize math facts, equivalents, or formulas as needed to do the job.Fully understand and be able to work easily with a problem or concept before moving on …Use the appropriate math concepts as part of the job …Know what math is needed for this job or task, why it is needed, and be able to use it.Re-written to address mathematics instruction in the CTE classroom
30 Examples of What it Looks Like in the Classroom Students talk about each other’s answers, thinking, and work.Students show their work and can justify their solution process and answers. Students can revise their work and justifications.Students persevere to make sense of the problems at points of difficulty, challenge or error.“Grit” - e_key_to_success_gritHow do I know it is happening in my classroom?
31 Examples of some Questions to Increase Mathematical Thinking: What happens if this value/measurement/parameter changes?Are the units appropriate?Do the results make sense?What was your estimate?What errors are possible? How do you prevent them or recognize it if you make a mistake?What questions can I ask to bring rigor and these Core standards of math practice to my instruction?
32 Additional ResourcesPrevious slides were excerpts from a teacher handoutFull Document is at…under Resources → Numeracy Resources → Integrating Mathematics Resources → Core Standards of Math Practice for CTE Teachers
33 How do I use these ideas and questions to add rigor and PA Core Standards of Math Practice in my planning and teaching?Choose questions that fit with your content, style of teaching, what practice you are focusing on, etc.Incorporate these questions as a warm-up, review, formative assessments, Collins Writing, etc.Use the “Math Problem of the Day” to bring more math into your theory lessonsDevelop “Essential Math Problems” for the important math concepts in your trade.
34 Math Problem of the Day Examples A math focus topic for every month and a problem for every day.DecemberEddie is helping his father panel the family room. As they are working with the trim, Eddie’s father notes that the final piece of trim is 6 ½’ long. The last section of wall they need to trim is 4 ¾’. There are also a few other smaller sections where they could use any trim that is left over. How much trim will they have left after completing the last section of wall? Explain how to check your solution for accuracy.MarchThe range of a set of data is the difference between the greatest and least numbers in the set. The highest point on Earth is Mt. Everest at 29,028’. The lowest point is the Marianas Trench at 38,635’ below sea level. Find the range of the highest and lowest points on Earth. Explain how range is used in your program or another example.Resources > Numeracy Resources
35 HVAC students collaborate on solving the Math Problem of the Day. Frank’s slide
36 Essential Math Problems are… Problems that exemplify the mathematics that the students must know how to do to be successful on the NOCTI, Certification Tests, or on the job.Specific for each program area5 to 10 problems or divided up by levelsThey should be word/situational problemsThis is NOT content, such as “FRACTIONS”They can be from any source such as: textbook examples, NOCTI practice problems, Certification Test examples, teacher made problems, etc.This is what we are currently working on developing for each program area. It will continue next school year.
37 Essential Math Problem Example Basic:An operation sold 175 chicken salad sandwiches from a total of 700 food items. What is the menu mix percentage for chicken salad sandwiches?Increased Rigor:The hospital cafeteria has a variety of food items. There are hot and cold entrees, sandwiches, salads, desserts, and beverages. The management is trying to maximize profits. Last week they sold 175 chicken salad sandwiches from a total of 700 food items. What is the menu mix percentage for chicken salad sandwiches? Why do you think your answer makes sense?
38 Using the Essential Math Problems in my teaching practice… Consistent PracticeDirect InstructionCooperative LearningTimely FeedbackBuilding NumeracyNumber SenseResiliency and PerseveranceScaffold or ChallengeProblem Solving Strategies
39 What does the data say? What about the future? NOCTI resultsPerkins Indicators
40 MCTI’s NOCTI Post-Test score statistics for the last 7 years Advanced & Proficient Percentage%%%%%%%
41 NOCTI Pre and Post Test Analyze the class and individual student: Task Link ReportIntegrated Academic ReportsInstructors plan for NOCTI Improvement using the information from their data analysisUsing Todd Luke’s method for analyzing the task link reports
42 According to Perkins Performance Indicators for 2012-13 MCTI is above the state expectation in 6 of the 8 categories and beats statewide performance scores in 7 of 8.
43 The Future Professional Development and Coaching to improve: Technology based resources and strategiesELA10% SummaryCollins Writing Type 3 and beyondMathematicsEssential Math Problems for each program area