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Overview of Honors Process Wendy Edney. Where are you in the honors process? *Have never taught an honors course *Attended honors workshop last year but.

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Presentation on theme: "Overview of Honors Process Wendy Edney. Where are you in the honors process? *Have never taught an honors course *Attended honors workshop last year but."— Presentation transcript:

1 Overview of Honors Process Wendy Edney

2 Where are you in the honors process? *Have never taught an honors course *Attended honors workshop last year but haven't taught an honors course yet *Have taught an honors course before *Attended honors workshop last year and have taught an honors course

3 Why is this info good for ALL courses? Strategies for extending the curriculum for advanced learners Standard 6 – requires that we show growth for ALL students

4 Background State Board of Education approved a framework for developing and implementing Honors Level Courses NCDPI began revising the 2004 Honors Implementation Guide and Rubric to more effectively address new standards and instructional best practices June, State Board of Education approved the new Honors Level Course Rubric

5 What's new in the Implementation Guide? Teacher rationale including intentional reflection and philosophy in each of the three buckets. Language that specifically addresses: Credentials 21 st century skills Common Core State Standards Formative and summative assessment Post-secondary alignment Electronic submission to the state level for review. Either met or not met. Peer evaluators with state level coordination. Recommendations if not met.

6 Links to Honors Information NCDPI Honors Wiki NCDPI CTE Honors Wiki Q&A Webinars: ns CTE Webinar: ntations

7 Three Important Questions What is Taught? o Curriculum Content How is it Taught? o Instructional Materials and Methods How is it Assessed? o Assessment Practices Note: These are the major sections of the Honors Implementation Guide/Course Portfolio Rubric and will be the basis for our work today.

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9 Curriculum Content (Section #1) How is the honors level course adapted and differentiated for advanced learners? How does the honors level curriculum support vertical alignment for college and career readiness?

10 Instructional Materials and Methods (Section #2) How is the honors level course taught?

11 Examples of Differentiation for Advanced Learners Use of multiple texts and supplementary materials Use of computer programs Interest centers Learning contracts Compacting Tiered sense-making activities and tiered products Tasks and products designed with a multiple intelligence orientation Independent learning contracts Complex instruction Group investigation Product criteria negotiated jointly by student and teacher Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom"

12 Diversity of Teaching Strategies Indicating Complexity Above the Standard Level Teacher as a facilitator, coach, and model Student led learning and research Student exchange of ideas Use of higher level critical thinking skills and creativity for advanced learners Project-based learning, problem- solving learning, and seminar style learning with a concentration of writing across all modalities Integration of other content areas with connections to real-world skills and context

13 Assessment (Section #3) How is the Honors Level Course assessed?

14 FAQs – Frequently Asked Questions Who completes the portfolio? Individual teacher Who approves the portfolio? Principal, CTE Director, Superintendent (or designee) and NCDPI Will existing CTE standards and objectives meet honors level requirements? No. Honors levels standards and objectives must be an extension of the current objectives.

15 More FAQs Will we be required to develop a portfolio for honors level courses that are in field test status? Yes How much extra work is required to earn honors credit? Instruction should be differentiated at a higher level and not assign extra work. The focus should be on extension, acceleration, and enrichment. CTE recommends an extension of 25% of the course content. Should standards be rewritten or should new standards be added? Teachers may extend an existing standard or add a new one. Either is fine.

16 More FAQs May we work together? Portions of the portfolios can be common and it is the expectation that the LEA will provide PLC or PD opportunities for teachers to work collaboratively. However, individual teacher portfolios should reflect the course implementation in his/her classroom. Example: Student work samples should be collected by individual teachers for their portfolio.

17 More FAQs Do students needs to score a higher grade on Elements post-assessment to earn honors credit? No (And they take the same post-assessment as regular credit) What if I already have an honors portfolio I created using the old implementation guide? A new portfolio following the new rubric and revised implementation guide must be developed.

18 More FAQs If a new course is released at Summer Conference, how can I get an honors portfolio prepared before school starts? If your LEA permits, you may develop the portfolio while implementing a new or revised course. Remember to stay in close communication with your CTE Director.

19 Project Lead the Way On 2/9/12, a memo was sent by Dr. Rebecca Garland that stated: The following PLTW courses are eligible for two weighted quality points as provided in the State Board of Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful completion of the course and passing a standardized examination. A yearly review will be conducted to amend this list as other PLTW courses add the college credit option: 8020 Intro to Engineering Design 8021 Principles of Engineering 3022 Digital Electronics 8030 Computer Integrated Manufacturing 8031 Civil Engineering and Architecture 8032 Biotechnical Engineering 8033 Aerospace Engineering

20 Portfolio Review Timeline Transition Year Fall/Winter: Portfolio review process for First Cohort Spring: Notification of Second Cohort Second Cohort will be reviewed Third and Final Cohort will be reviewed

21 Review Process

22 Portfolios uploaded to an online system Will receive designation of Met/Not Met for each section o If Not Met, will be provided feedback to assist with earning Met Peer Review of teachers from across the state who will provide suggestions

23 TIMELINE FOR HONORS COURSE REVIEW Jan Provide training to the 40 LEAs in the first cohort on how to use and upload to the system. The training window will be January 20-24, January 25, LEAs may begin UPLOADING INFORMATION (Not Submitting final portfolios - Just Uploading files) into the online system for each Honors course that is to be reviewed by the state. Feb Notify the 40 evaluators who will review the honors portfolios (content experts, IHE, AIG Leaders, etc.) March March 1, 2014 – LEAs may begin to SUBMIT completed portfolios for state review. March 1, 2014 – Honors Portfolio Moodle System will send reminder to the First Cohort of LEAs of the deadline to submit the LEA honors portfolio courses March 10-21, 2014 – Evaluator Training March 21, 2014 – All Honors portfolios due to the online system from the First Cohort LEAs Apr April 1 st – April 25 th - Evaluators review honors portfolios through the Moodle system April 25 th –deadline for all evaluations to be completed in the Moodle by the Evaluators May - Oct May – October, 2014 Feedback and support will be given to First Cohort LEAs in May Those portfolios with a “not met” status will correct and re-submit to the Moodle Evaluators will review the re- submitted revisions Content Consultants will offer support as needed to the First Cohort LEAs via conference calls, webinars, face-to-face visits to assist LEAs with “not met” categories of the rubric review process Moodle system will remain open to the First Cohort of LEAs for revisions and curriculum planning until the end of October COHORT I: Training, Submission, Review and Feedback

24 More FAQs When our LEA is audited, how many portfolios must be submitted? One portfolio per identified course How many honors courses per LEA will be audited? A random selection How many student artifacts must be submitted when audited? Two or more per course

25 CTE Northwest and Western LEAs in First Cohort 862 Mount Airy City Schools Alleghany County Schools Davidson County Schools Lexington City Schools Thomasville City Schools Wilkes County Schools Elkin City Schools Iredell-Statesville Schools Surry County Schools Henderson County Schools Clay County Schools Graham County Schools Haywood County Schools McDowell County Schools Buncombe County Schools 8

26 Curriculum Content Marty Tobey

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28 Why is this important? Teacher's explanation of his/her selection of curriculum content extension and additional topic objectives selected for the course. o Post-secondary preparedness (articulation, CCP, etc.) o Workforce preparedness (labor market and economic development needs, industry recognized standards or credentials, etc.) o Supports Common Core Standards Smart Phone Common Core Standards App

29 Recommended Credentials by Course list

30 KNOWLEDGEDIMENSION A FACTUAL KNOWLEDGE B CONCEPTUAL KNOWLEDGE CPROCEDURALKNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE Recognize Recall Interpret Exemplify Classify Summarize Infer Compare Explain Execute Implement Differentiate Organize Attribute Check Critique Generate Plan Produce THE TAXONOMY TABLE TABLE COGNITIVE PROCESS DIMENSION B2 A1 C3

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32 Personal Finance: Classify types of health and life insurance and features of types of coverage. Accounting II: Analyze financial indicators and ratios to make business decisions. Health Science II: Remember elements of healthcare career decision making. A1 C4 B2

33 Early Childhood Education I: Evaluate developmentally appropriate activities and programs for preschool and school-age children. Horticulture II-Landscape: Apply procedures to prune, fertilize, and mulch landscape plants. C3 B5

34 e-Commerce Ie-Commerce I Honors Understand appropriate copyright and trademark laws for an e-business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Increase Rigor Accounting IAccounting I Honors Apply procedures to maintain a petty cash fund and record related journal entries. (C3) Evaluate the uses for petty cash and determine the need to increase or decrease the petty cash fund. (B5) Accounting IAccounting I Honors Apply procedures to prepare financial statements for a sole proprietorship. (C3) Analyze the financial statements to predict the fiscal health of the organization. (B4)

35 Honors Create a long term savings and investment portfolio recommendation for a potential client. 10% B6

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37 Guided Practice Look at your blueprint and identify objective(s) to expand upon (do not alter the original objective as it will be tested at the identified RBT level). Write an objective statement for Apply, Analyze, Evaluate and/or Create on the handout provided. Revised Bloom’s Taxonomy Cognitive Process Dimension Term RBT Supporting Verbs Objective Statement and RBT Designation Remember Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers. Recognize Recall Understand Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Apply Solve problems to new situations by applying acquired knowledge, facts, techniques and rules. Execute Implement Analyze Breaking material into its constituent parts and determining how the parts relate to one another into an overall structure or purpose. Differentiating Organizing Attributing Evaluate To make judgments based on criteria and standards. Checking Critiquing Create Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Generating Planning Producing

38 Instructional Materials and Methods Wendy Edney

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40 How can I differentiate for advanced learners? Use of multiple texts and supplementary materials Use of computer programs Interest centers Learning contracts Compacting Tiered sense-making activities and tiered products Tasks and products designed with a multiple intelligence orientation Independent learning contracts Complex instruction Group investigation Product criteria negotiated jointly by student and teacher Graduated task-and product-rubrics (Referenced from: “ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom” )

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42 I’ll give you some time to begin working on this in a few minutes. Remember to incorporate the strategies that are effective with advanced learners.

43 Criteria Strand/Standard/Clarifying ObjectiveNC CTE Standard LevelHonors e-Commerce I Curriculum Social, Legal, and Ethical Issues of e- Commerce/Understand appropriate copyright and trademark laws for an e-business website. Understand appropriate copyright and trademark laws for an e-business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Instruction 4.02Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice? Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1.Will the logo be copyrighted or trademarked? Justify your response. 2.Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3.Present final product to a business audience

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45 This is where you’ll provide samples of YOUR work. Must include at minimum: One unit plan and two lessons adhering to these guidelines

46 This is where you’ll provide samples of THEIR work. Notice the continued emphasis on real world settings. Must include at minimum: Two or more student work samples that adhere to these guidelines

47 Assessment Marty Tobey

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50 Criteria Strand/Standard/Clarifying ObjectiveNC CTE Standard LevelHonors e-Commerce I Curriculum Social, Legal, and Ethical Issues of e- Commerce/Understand appropriate copyright and trademark laws for an e-business website. Understand appropriate copyright and trademark laws for an e-business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Instruction 4.02 Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice? Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1.Will the logo be copyrighted or trademarked? Justify your response. 2.Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3.Present final product to a business audience Assessment Think-Pair-Share Gallery Walk Answer Sheet Multiple Choice Test Peer Assessment Reflection/Journal Prototype Virtually present and share Rubric with scale, criteria, descriptors and standards aligned to the objective

51 This is your mission… Should you choose to accept it.

52 Honors Implementation Mission Possible Wendy Edney Marty Tobey


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