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PA Core Standards and Academic Integration Mrs. Michelle Bonser Mrs. Joann Gomez Mr. James Granahan Mr. Patrick McHale Dr. Carolyn Shegelski Mr. Frank.

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Presentation on theme: "PA Core Standards and Academic Integration Mrs. Michelle Bonser Mrs. Joann Gomez Mr. James Granahan Mr. Patrick McHale Dr. Carolyn Shegelski Mr. Frank."— Presentation transcript:

1 PA Core Standards and Academic Integration Mrs. Michelle Bonser Mrs. Joann Gomez Mr. James Granahan Mr. Patrick McHale Dr. Carolyn Shegelski Mr. Frank Zaso Monroe Career & Technical Institute

2 23 Programs at MCTI Auto Collision Repair Automotive Technology Building Trades Maintenance Carpentry Computer Networking & Security Computerized Machine Tool Technology Cosmetology Criminal Justice Culinary Arts Diesel Technology Drafting & Design Technology Electrical Technology Electronics Technology Graphic Communications Health Professions Horticulture Hotel, Resort, & Tourism Management HVAC Marketing Masonry Plumbing Technology Power Equipment Technology Welding Technology

3 Topics PA Core Standards in MCTI Learning Guides Meeting the PA Core Standards in Reading Meeting the PA Core Standards in Writing Adding 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 Learning Guides

6 Updated Learning Guides in 2013 PA Core Standards ▫BCTE 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 Standards  Coaches 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 & II ▫English Language Arts (ELA) – reading and writing ▫Problem Solving, Measurement, and Calculation  Some Algebra and Geometry for those programs who have more advanced math content Connecting Standard ▫Grades 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 ▫Programs tab

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 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.

17 Professional Development Topics over the Last Three Years Reading, Chunking Text, Main Ideas Content Retention Strategies Vocabulary Strategies Collins Writing Instructional Strategies that use Technology PA Core Standards for Mathematics and ELA PA Core Standards of Mathematical Practice Essential Math Questions Activities with links to NOCTI and PA Core Standards of Math Practice NOCTI 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.

19 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  High Interest Articles related to trade area ▫Chunking Information  “Foldables” Note-making ▫Vocabulary ▫Collins Writing ▫Main Ideas and Summaries

21 Health Occupations students make notes using Dinah Zike’s Foldables. These are Layered Books and Tabbed Books.

22 Vocabulary Strategies Flash Cards Word Walls – provided teachers with paper and markers ▫www.monroecti.org → Resources Tab → Literacy Resources→ Word Wallswww.monroecti.org Quizlet - anytime online flashcard resource ▫http://quizlet.com/http://quizlet.com/

23 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 Writing Instructors were given professional development on Collins Type 1 and Type 2 early in the school year. Introduced to Type 3 and the 10% Summary   us_sheet_START.pdf us_sheet_START.pdf

26 Building Trades Maintenance students completing a Collins Type 1 Writing assignment.

27 NOT Math Content

28 Excerpts from PA Core Standards for Mathematical Practice NOT content standards Describe ways students should engage mathematics Connect the content to practical situations and technology Balanced combination of procedure and practice Encourage multiple representations… Require students to explain and justify solutions, procedures, and mathematical thinking

29 PA Core Standards of Math Practice or “Mathematical Thinking” Adapted for CTE 1.Spend time and energy on problems that are important to your trade. Practice frequently and over time … 2.Connect the math in the program to academic math… 3.Develop speed and accuracy with simple calculations that are part of your trade area… 4.Memorize math facts, equivalents, or formulas as needed to do the job. 5.Fully understand and be able to work easily with a problem or concept before moving on … 6.Use the appropriate math concepts as part of the job … 7.Know what math is needed for this job or task, why it is needed, and be able to use it.

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_grit e_key_to_success_grit

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?

32 Additional Resources Previous slides were excerpts from a teacher handout Full 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 lessons Develop “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. December Eddie 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. March The 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 Resourceswww.monroecti.org

35 HVAC students collaborate on solving the Math Problem of the Day.

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 area ▫5 to 10 problems or divided up by levels ▫They should be word/situational problems ▫This 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.

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 Consistent Practice ▫Direct Instruction ▫Cooperative Learning Timely Feedback Building Numeracy ▫Number Sense ▫Resiliency and Perseverance ▫Scaffold or Challenge ▫Problem Solving Strategies Using the Essential Math Problems in my teaching practice…

39 NOCTI results Perkins 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 Report ▫Integrated Academic Reports Instructors plan for NOCTI Improvement using the information from their data analysis

42 According to Perkins Performance Indicators for 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 strategies ▫ELA  10% Summary  Collins Writing Type 3 and beyond ▫Mathematics  Essential Math Problems for each program area

44 Contact information Dr. Carolyn Shegelski – Assistant Director Michelle Bonser - Mathematics Coach Teachers James Granahan Patrick McHale Frank Zaso


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