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CTE Standards Revisions (Phase II) Workshop

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1 CTE Standards Revisions (Phase II) Workshop
Bethany King Wilkes, Ph.D. Career Cluster Consultant STEM, Manufacturing, Information Technology

2 CTE Standards Revisions (Phase II) Workshop
Bethany King Wilkes, Ph.D. Career Cluster Consultant (615) Slide 3 – Title Page with contact information Welcome to the CTE Standards Revision Workshop and thank you for taking time out on a Saturday to be here to learn more about the new course standards that will be implemented this fall. Introduce myself Name, title I’ve been with the Department of Ed almost a year now. Prior to working at the TDOE, I worked as an engineer in industry for several years, worked in higher education in roles in which I advised undergraduate and graduate students on their majors as well as careers. After that, I worked with Project Lead the Way, a provider of STEM education curriculum for middle and high schools. As a result, I am well aware of knowledge and skill sets that postsecondary and industry expects students to have. I also feel called/compelled to help students be prepared to meet these expectations and to be successful. Realizing Postsecondary and Career Readiness through CTE

3 Objectives By the end of training today, each of you will be able to:
Understand the instructional expectations of the new standards, including: Alignment to Common Core State Standards for Literacy in Technical Subjects The knowledge and skills expected in each standard Connections to general education course standards Develop initial resources for use in your classroom to implement the new standards, including: High quality objectives Curriculum map Know where to find resources, tools, and support for implementing the new standards. Slide 5 - Objectives Now, let’s take a look at what you will be able to do by the end of the day. Can I get some new volunteers to read each objective? Any thoughts about these objectives? Any discussion or questions? Let’s move on. Realizing Postsecondary and Career Readiness through CTE

4 Agenda * Participant work time, take breaks as needed Time Activities
9 – 9:10 Welcome and Introductions 9:10 – 9:40 Setting the Context: Overview of Standards Revisions 9:40 – 10 New Course Description Documents 10 – 11:30 Breaking Down Standards into Knowledge and Skills* 11:30 – 1 Lunch (on your own) Optional brown-bag work session and Q&A tables 1 – 2 Developing High Quality Objectives & Units* 2 – 3:45 Developing a Curriculum Map* 3:45 – 4:30 Bringing it all Together Slide 6 – Agenda Here is an outline of what we will accomplish today. After we finish the introductions, we will look at an overview of the standards revision. Then we will spend about 20 minutes looking at the new course description documents. Next, we will spend about 1.5 hour breaking down standards in to knowledge and skills. About 11:30 am we will take an 1.5 lunch. When we return from lunch, we will continue the workshop with developing high quality objectives and units. After an hour, we will then discuss developing curriculum maps using the course standards. Finally, we will wrap up the workshop and adjourn around 4:30 pm today. You will notice that some of the agenda items have an asterisk. This simply denotes the places when you will spend some time working and practicing activities that we discuss. Again, please feel free to take breaks as you need them. * Participant work time, take breaks as needed Realizing Postsecondary and Career Readiness through CTE

5 Overview of CTE Standards Revisions Process (Phase II)
Setting the Context Overview of CTE Standards Revisions Process (Phase II) Slide 7 – Setting the Context Section Break Realizing Postsecondary and Career Readiness through CTE

6 Setting the Context: Standards Revision Process
Building Pathways for Students Clear, specific, measurable standards Common Core General Education WBL Teachable and Learnable Logical Progression Industry & Post-secondary Aligned As many of you remember last spring you were asked to respond to a survey over 100 HS and Law and Public Safety teachers did just that.  The results gave us a strong foundation for revising our standards.  (then I talk about the results) Started with teacher survey – over 540 responses (16% response rate – statistically significant), teachers wanted: Typical feedback included: Standards are too general and redundant from course to course Programs of study need to be better aligned to needs of industry Increase work-based learning opportunities Identification of gap areas needed by employers not covered in current course standards Let’s start with the right side of this honeycomb.  General Education:  For those of you who have been teaching for several years you know there has been a push at the DOE to include general education standards in our courses.  Yes we have done that but only sporadically.  With these new standards that has been more deliberate. I have to brag on HS because all of our POS have been aligned to a WBL component and was included with Nursing Education and Clinical Internship.  We can however improve on our opportunities especially in job shadowing either on site or virtually for our students.  Law and Public safety is becoming aware of safe alternatives for WBL placement. Teachable and learnable:  During one of our staff meetings a member of our team who had not been working on the courses read one of our courses and said, “If I read these as a student I would know exactly what you wanted me to do”.  That is our aim. Logically Progression  Over 100 Health Science and Law and Public Safety teachers completed the survey last spring and the top statements they shared were, “Our courses repeat some of the standards and some of the courses are very similar”  There was not a logical progression of courses.  With the addition of courses and revision of standards there has been a decrease in this problem. Industry and Post-Secondary Aligned:  With the passage of the Affordable Healthcare Act not only are insurance companies affected but everyone.  Last spring at the Health Science advisory committee I heard from them loud and clear Health Informatics will be the most important change in healthcare in the coming years.  Therefore our standards had to reflect that change. And last but certainly not least is the integration of Common Core into our schools.  CCSS are not just for General education teachers, we also don’t want to add a second set of standards for you to teach.  Therefore if you again look at the example CCSS is included in every new standard in health science.  We at the DOE wanted to make sure the standards were clear, specific and measurable.  I cannot tell you how many times I myself looked at the standards in some of the HS courses and said, “What is it I am supposed to teach in this standard?  I know from some of your phone calls you are a little concerned with some of the new standards but when you go through the process we are doing today you will be much clearer. With these revisions came new course description documents as you will see in the next slide. BKW Let’s take a few minutes to talk about the revision process to build the new pathways for students. As many of you know the multi-phased process began by moving from the 7 broad program areas to the national CTE model of 16 career clusters. During this process, we also examined the pathways or programs of study in each career cluster. Make sure no redundant POS (removed them). Make sure no gaps in POS (filled them). After streamlining the POS, the next step was to determine where we needed new courses and where we needed to revise existing courses. Once this step was done, the process of developing clear, specific, measurable standards began. The foundation characteristic of all these standards was to make sure that they aligned with CCSS. This is something that we will talk about in detail later in the workshop. Second, we aligned the new/revised course standards to general education (academic) courses where it was applicable. One reason for this is to encourage the collaboration between CTE and general education as the theory and application of these areas co-exist in the workforce (real world) and we want our students to be prepared to be successful in the workforce. Speaking of workforce, that actually is a good transition in to the criterion that course standards were also written to include WBL. We also wanted to ensure that the course standards were teachable and learnable. In other words, we wanted to ensure that the course standards were developed and written in a way that there was a logical progression from one course to the next level course. Finally, we wanted to all courses to be aligned with industry and postsecondary education. In other words, we did research and consulted advisors in industry and postsecondary to make sure that our course standards captured the skills and knowledge that would prepare students to be successful in industry as well as postsecondary. Realizing Postsecondary and Career Readiness through CTE

7 Setting the Context: Standards Revision Results
Courses Approved on Final Reading: Engineering Design II Introduction to Geographic Information Systems Engineering Practicum STEM I: Foundation Programming and Logic I STEM II: Applications Cabling and Internetworking STEM III: In Context Introduction to Electromechanical STEM IV: Practicum Mechatronics I Robotics and Automated Systems Mechatronics II Foundations of Transportation, Distribution, and Logistics Collision Repair: Estimating and Customer Service Distribution and Logistics I Distribution and Logistics II Courses Approved on First Reading: Introduction to Aerospace Principles of Machining II Aviation I: Principles of Flight Programming and Logic II Aviation II: Advanced Flight STEM Explorers STEM Innovators STEM Designers Principles of Engineering and Technology Engineering Design I Slide 9 – Standards and Revisions Results Let’s take a look at the courses that have been revised or created and will be implemented this fall. The courses represent career clusters: manufacturing (purple), information technology (green), STEM (blue), and transportation/distribution/logistics (red). Your folders will have your courses. Take a look now as we will use them later in the workshop. STEM Transportation IT Manufacturing Realizing Postsecondary and Career Readiness through CTE

8 New Course Description Documents
Features of new and revised standards that will help you in your classroom. Realizing Postsecondary and Career Readiness through CTE

9 New Course Description Documents: Overview
Slide 10 – New Course Description Document Section Title Now let’s take a look at the new format of the course description documents. First take a look at the dark blue shaded area on the left side of the screen. It provides the course at a glance. Career cluster Consultant contact information Course number Pre-requisites What endorsements are required to teach the course Aligned student organizations, etc. The next section is Course Description. This section describes the knowledge and skills that a proficient student should have at the completion of this course. In other words, what knowledge and skills a student a student would acquire at the point of successful completion of this course. Then, there is Program of study application. This section provides information as to where this particular course falls in the sequence of the program of study. Finally, you will see the Course Standards as the last section. Here is where you will find the actual course standards. If you look closer, you will also notice that there are subheadings in bold black font. We often refer to these subheadings as content buckets. These content buckets describe the topic of that particular grouping of standards. Keep in mind that you do not have to teach the standards in the order that they appear in the course description document. It is up to you to decide the best way to present the standards to the students. Now that we have discussed the course description document, let’s take a closer look at the new format of the standards. On the left you will see an example of the old format of the standards. This particular example is taking from the Principles of Engineering & Technology course. The old format first lists the standards in bold font, then it lists several competencies under the standards. You can think of the list of competencies like a checklist. On the right, you will see the new and revised format for standards. Now, more comprehensive; a paragraph format. Competencies are embedded within the paragraph. As a result, fewer standards to address in eTIGER per student. The new format of the standards is also aligned with CCSS and uses CCSS language such as justify an answer or provide evidence. You will notice the aligned CCSS are cited at the end of each standard. Realizing Postsecondary and Career Readiness through CTE

10 New Course Description Documents: Look and Feel
Existing: Principles of Engineering Revised: Principles of Engineering and Technology 11.0 Students will explore careers available in the engineering and manufacturing areas. 11.1 Investigate possible career paths for engineers and engineering technicians. 11.2 Examine potential roles and responsibilities of an engineer or engineering technician. 5 As a team, develop a written explanation of how society benefits from the contributions of engineers in at least three different engineering disciplines. Provide detailed descriptions of each discipline and describe the specific benefits derived from each. For example, describe how civil engineers improve the efficiency and safety of transportation networks through construction of bridges, highways, and other public infrastructures. Documents should contain links to relevant websites to illustrate the ideas presented. (CCSS Reading 1, 2; CCSS Writing 2, 6, 7, 8) Now that we have discussed the course description document, let’s take a closer look at the new format of the standards. On the left you will see an example of the old format of the standards. This particular example is taking from the Principles of Engineering & Technology course. The old format first lists the standards in bold font, then it lists several competencies under the standards. You can think of the list of competencies like a checklist. On the right, you will see the new and revised format for standards. Now, more comprehensive; a paragraph format. Competencies are embedded within the paragraph. As a result, fewer standards to address in eTIGER per student. The new format of the standards is also aligned with CCSS and uses CCSS language such as justify an answer or provide evidence. You will notice the aligned CCSS are cited at the end of each standard. Realizing Postsecondary and Career Readiness through CTE

11 Knowledge and Skills How to Unpack a Standard
Bethany King Wilkes, Ph.D. Career Cluster Consultant

12 What’s Happening Today
Part One of Three-Part Series “Knowledge and Skills: Unpacking Course Standards” is part one of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for school year. You will walk away this afternoon with tools to use in your classroom. Pull out your Knowledge and Skills worksheet. Objective for this Session Understand the instructional expectations of the new standards, including: Alignment to Common Core State Standards for Literacy in Technical Subjects The knowledge and skills expected in each standard Connections to general education course standards Slide 18 – What’s Happening Today As we begin the part one of three-part training series, I want draw your attention back to your folder. Look for the worksheet titled Knowledge and Skills and pull it out as you will use to follow this lesson. Remember if there is a question that I am not able to answer or a question that goes unanswered; please place it on the parking lot. Could I get a volunteer to read the objective of part one of the training? Realizing Postsecondary and Career Readiness through CTE

13 Why Unpack a Standard? Unpacking a standard into knowledge and skills allows for a sequenced approach to instruction that is grounded in real world application. Once teachers have broken down the knowledge and skills inherent in their standards, they can start to group standards with like content to conceptually deepen student understanding. Slide 19 – Why Unpack a Standard? We’ve just talked about the new look of the course description documents and the new format of the standards (comprehensive with CCSS embedded). We want to unpack a standard because we want to break it down so that we identify the knowledge and skills that our students should master. Sequenced approach to instruction Group standards with like content Deepen student understanding Realizing Postsecondary and Career Readiness through CTE

14 Process for Unpacking a Standard
The first step in translating CTE course standards into relevant, engaging and student outcome-focused lessons involves a careful reading of the standards to ensure clarity and an understanding of how the parts fit together. Process we’ll be using today: Identify and highlight nouns and verbs in the standard Determine the “knowledge” and “skills” students need to be proficient Reference aligned Common Core State Standards for additional detail Enhance K&S with embedded CCSS expectations for students Slide 19 – Process for Unpacking a Standard The first step in unpacking a standard is to identify the knowledge and skills. Knowledge is what proficient students will know from the standard. Skills is what students should be able to do when they are proficient in the standard. In addition, the knowledge and skills are enhanced by CCSS expectations which are aligned/embedded within each standard. Realizing Postsecondary and Career Readiness through CTE

15 Process for Unpacking a Standard
Process can be started by simply underlining or highlighting the nouns and verbs within the standard. The nouns are the “what” and the verbs are the “how.” Knowledge Nouns within the standards What a student should know Skills Verbs within the standards What a student should be able to do Slide 21 – Process for Unpacking a Standard (blue boxes) A simple process for unpacking standards is to first identify the nouns in the standard. Second, identify the verbs. The nouns will clue you into what the students should know (KNOWLEDGE). The verbs will clue you into what the students should be able to do (SKILLS). Why do you think that this process is important? Realizing Postsecondary and Career Readiness through CTE

16 Process for Unpacking a Standard: Knowledge
Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Slide 22 – Process for Unpacking a Standard: Knowledge As we look at the next couple of slides, please remember to refer to page 1 of your Knowledge and Skills worksheet. Let’s look at this example of a standard taken from the Principles of Engineering & Technology course. Would a volunteer read it aloud? While the volunteer reads it please pay attention to the knowledge (nouns) in the standard. Note them on your paper. Realizing Postsecondary and Career Readiness through CTE

17 Process for Unpacking a Standard: Knowledge
Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Answer key - Nouns Slide 23 – Answer key for Knowledge Did you note these same nouns or the concepts that students should know from this standard? Realizing Postsecondary and Career Readiness through CTE

18 Process for Unpacking a Standard: Skills
Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Slide 24 – Process for Unpacking a Standard: Skills Now let’s do the same thing that we just did with knowledge; however, this time we are looking for the skills in this standard. What did we say would clue you into the skills? Answer: verbs. Remember that you can still follow along on page 1 of the worksheet. Realizing Postsecondary and Career Readiness through CTE

19 Process for Unpacking a Standard: Skills
Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Answer Key – Verbs Slide 25 – Answer Key for Skills Did you note these same verbs or Skills? Why or why not? Realizing Postsecondary and Career Readiness through CTE

20 Process for Unpacking a Standard: Descriptive Phrases
Step 1 Continued: Be careful! Sometimes, you need to search for descriptive adjectives to really know what the standard is looking for. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Slide 26 – Process for Unpacking Standards: Skills You also want to be cognizant of descriptive adjectives when identifying the knowledge (nouns). For example, students are asked to “assume the role.” What type of role is the question. It is answered by the following phrase, “of the engineering design team that produced the design.” Do you see any other examples in this standard? “existing large-scale engineering (design)” “(presentation) appropriate for a career and technical organization.” Realizing Postsecondary and Career Readiness through CTE

21 Process for Unpacking a Standard: Add to Chart
Step 1 Continued: Once the knowledge and skills are identified in the standard, the teacher can place these into a knowledge and skills chart. Standard Knowledge Skills In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process… Engineering Design Process Role (of a design team) Constraints Criteria Evaluate Produce a report, document Slide 27 – Process for Unpacking a Standard: Add to Chart Now that we have identified the knowledge and skills in the standard, the next step is for us to transfer them over to the appropriate columns within the knowledge and skills chart. You can find this chart on page 2 of your worksheet. Realizing Postsecondary and Career Readiness through CTE

22 Process for Unpacking a Standard: Add to Chart
Step 1 Continued: It is important to not stop here! Many times, you will need to expand concepts into what students would need to know to fully grasp concepts. This needed detail will be necessary to plan thorough lessons. Knowledge Engineering Design Process Identify the problem; identify the criteria and specify constraints; brainstorm possible solutions; research and generate ideas; explore alternative solutions; select an approach; write a design proposal; develop a model or prototype; test and evaluate; refine and improve; create or make a product; and communicate results Role (of a design team) Team consists of individuals knowledgeable of various perspectives of the final product. Constraints Restrictions or limits to the design process. Criteria Requirements for the design that are used to determine the most optimal solution. Slide 13 – Process for Unpacking a Standard: Add to Chart After you list the knowledge in the chart, you should then expand the knowledge concepts. For example, notice that under Engineering Design Process, I have provided more details of what students would need to understand in order to KNOW the engineering design process. Also, look at the “Role of a design team.” I listed exactly whom a design team consists of. I also did the same thing for constraints as well as criteria. We have to be very explicit and clear on what students should know. You will also do the same expansion of concepts for the each skill that you pulled from the standard and provide details in the Skills column of the chart. All of this is can be found on page 2 of your worksheet. Realizing Postsecondary and Career Readiness through CTE

23 Process for Unpacking a Standard: CCSS
Step 2: Once you have identified the knowledge and skills within the standard, reference the aligned Common Core State Standards in Technical Subjects and relevant general education standards (if applicable) listed at the end of the standard. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Slide 29 – Process for Unpacking a Standard: CCSS After you have identified the knowledge and skills of each standard and provided the details in the chart, be sure to reference the CCSS that are cited at the end of the standard. Take out your CCSS posters and let’s look for the CCSS cited in this example standard. Has someone found where the first reading standard is located? Be sure to that you are mindful of which grade band you are looking at. This often makes a difference in what the standard says. Why is it important to reference the CCSS as you are planning your lessons? Please refer back to page 3 of your worksheet. Realizing Postsecondary and Career Readiness through CTE

24 Process for Unpacking a Standard: CCSS
Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster. Example: Principles of Engineering and Technology (Standard 7) TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.  TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Slide 30 – Process for Unpacking a Standard: CCSS Let’s pull out our CCSS posters and use them to find the aligned CCSS. Let’s take a look at what Reading 3 states. By looking at this CCSS, what do you think it is referencing back to in the course standard? Also, look at Writing 4. What do you think that the CCSS is referencing back to or supporting in the course standard? ### Make sure you have teachers get out their common core posters and identify where to find these aligned standards. Note the differences in grade levels of the standards. Give an example: looking at the Common Core Standard for Reading 1 will assist this teacher in understanding how to teach the skill “drawing conclusions” identified on the knowledge and skills chart, while Biology Standard 4 will assist her in teaching about “brain development.” SPEND A LOT OF TIME ON EACH COMMON CORE STANDARD! Make sure you have participants walking through how each of the referenced standards assist with this particular standard. Chart out how they help and ideas on how to teach each. Realizing Postsecondary and Career Readiness through CTE

25 Process for Unpacking a Standard: CCSS
Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster. Example: Principles of Engineering and Technology (Standard 7) TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.  TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Slide 30 – Process for Unpacking a Standard: CCSS Let’s pull out our CCSS posters and use them to find the aligned CCSS. Let’s take a look at what Reading 3 states. By looking at this CCSS, what do you think it is referencing back to in the course standard? Also, look at Writing 4. What do you think that the CCSS is referencing back to or supporting in the course standard? ### Make sure you have teachers get out their common core posters and identify where to find these aligned standards. Note the differences in grade levels of the standards. Give an example: looking at the Common Core Standard for Reading 1 will assist this teacher in understanding how to teach the skill “drawing conclusions” identified on the knowledge and skills chart, while Biology Standard 4 will assist her in teaching about “brain development.” SPEND A LOT OF TIME ON EACH COMMON CORE STANDARD! Make sure you have participants walking through how each of the referenced standards assist with this particular standard. Chart out how they help and ideas on how to teach each. Realizing Postsecondary and Career Readiness through CTE

26 Process for Unpacking a Standard: Add to Chart
Step 2 Continued: Once the knowledge and skills are identified in Common Core standards, add these into the knowledge and skills chart. Standard Knowledge Skills In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation… Engineering Design Process Identify the problem; identify the criteria and specify constraints; brainstorm possible solutions; research and generate ideas; explore alternative solutions; select an approach; write a design proposal; develop a model or prototype; test and evaluate; refine and improve; create or make a product; and communicate results Role (of a design team) Team consists of individuals knowledgeable of various perspectives of the final product. Evaluate Judge product/design solution to determine its value and alignment to criteria and constraints. Produce a report, document (verb) Organized, clear, and complete written communication that includes text and graphic illustrations about the design process and solution, as well as considers the knowledge of the audience. Slide 27 – Process for Unpacking a Standard: Add to Chart Now that we have identified the knowledge and skills in the standard, the next step is for us to transfer them over to the appropriate columns within the knowledge and skills chart. You can find this chart on page 2 of your worksheet. Realizing Postsecondary and Career Readiness through CTE

27 Let’s do one together Standard 8 Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7) Slide 32 – Let’s do one together We will follow the same process that we just discussed in the slides. Feel free to also refer back to your worksheet for the steps. What is the first thing that we want to do? (Answer: Identify nouns (knowledge) and verbs (skills). Identify any descriptive adjectives for the knowledge (nouns)). What is the second thing that we want to do? (Answer: List the knowledge and skills in the chart.) What is the third thing that we need to do? (Answer: Expand on the knowledge and skills within the chart. In other word flesh it out. Identify the further details that students will need to know as well as be able to do.) Realizing Postsecondary and Career Readiness through CTE

28 Let’s do one together Standard Knowledge Skills
Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7) Added – key to complete with class Slide 33 – Let’s do one together We will follow the same process that we just discussed in the slides. Feel free to also refer back to your worksheet for the steps. What is the first thing that we want to do? (Answer: Identify nouns (knowledge) and verbs (skills). Identify any descriptive adjectives for the knowledge (nouns)). What is the second thing that we want to do? (Answer: List the knowledge and skills in the chart.) What is the third thing that we need to do? (Answer: Expand on the knowledge and skills within the chart. In other word flesh it out. Identify the further details that students will need to know as well as be able to do.) Realizing Postsecondary and Career Readiness through CTE

29 Let’s do one together Standard 8 Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7) Answer Key Realizing Postsecondary and Career Readiness through CTE

30 You do! Now, continue this process for the rest of the standards in your selected course. Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Slide 35 – You Do! Now, go back to the course that you selected earlier today. Select a standard, and go through the same knowledge and skills exercise that you saw me do and then we did together. Remember that you can refer to your worksheet if needed. Once you finish this exercise, we will break for lunch. We will return at 1:00 pm. Realizing Postsecondary and Career Readiness through CTE

31 Strong Objectives How to Write Aligned, Specific and Measurable Statements Bethany King Wilkes, Ph.D. Career Cluster Consultant

32 What’s Happening Today
Two of Three-Part Series “Strong Objectives: How to Write Aligned, Specific and Measurable Statements” is part two of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for school year. You will walk away this afternoon with tools to use in your classroom. Pull out your Strong Objectives worksheet. Objective for this Session Develop initial resources for use in your classroom to implement the new standards, including: High quality objectives Slide 39 – What’s Happening Today? Welcome back from lunch. Do you have any questions for clarification? Address PARKING LOT questions if possible. Ask attendees if training has been helpful up to this point. Now we will begin Part 2 of the 3-part training series – Strong Objectives. Could I get a volunteer to read the objective for this module. Also, if you have not done so already, reach into your folder and pull out the worksheet for Strong Objectives. You can follow the module using this worksheet. Realizing Postsecondary and Career Readiness through CTE

33 Recap New look of course description document
Course at a glance Endorsement requirements Content buckets New format of course standards CCSS aligned with and embedded in standards Comprehensive standard with competencies embedded Knowledge and Skills identified Nouns Verbs Now: Use knowledge and skills to breakdown of standards to write strong objectives. Realizing Postsecondary and Career Readiness through CTE

34 Why Write Strong Objectives?
Objectives guide the activities and assessments we chose to improve and evaluate our students’ understanding of concepts. Objectives should be the learning related to the standards, meaning, they describe the intended student learning outcome inherent in a standard. Objectives refer to a description of observable student knowledge and/or performance. The stronger the objective, the higher the level of understanding the students are able to reach. Slide 41 – Why Write Strong Objectives? Prior to this point, we have been working on standards. As we start this discussion, please refer to page 1 of the worksheet. Based on what you said, how are standards and objectives different? Objectives are smaller and a piece of a standard. Objectives will drive daily lessons. It will take more than one objective to fulfill a standard. Represents the multiple pieces of knowledge that a student should know. Realizing Postsecondary and Career Readiness through CTE

35 Components of a Strong Objective
A strong objective should be clearly aligned to standards, specific and measurable. The objective should tell us explicitly what a student should be able to do fluently by the end of the lesson or unit to demonstrate proficiency of a specific standard or set of standards. It should answer two questions: What should the student be able to do? What new pieces of knowledge (such as the description of a concept or the definition of a key term) will students be able to understand and explain? What new skill will students be able to perform? This is something each student is going to walk away with inside his or her head that wasn’t there before. How is the student going to reach that outcome? What process or strategy will students use to achieve the learning goal? What activities will we use to assess student understanding? Slide 42 – Components of a Strong Objective As we progress through this module let’s keep in mind that strong objective should: Clearly align to the standards Be specific Be measurable You can also think of a strong objective as being able to answer questions for us What should a student be able to do? How is the student going to reach the outcome? Realizing Postsecondary and Career Readiness through CTE

36 Components of a Strong Objective
Work It Out Objective Structure Students will be able to ________________, by ___________. What?/Nouns How?/Verbs Check the Strength Is it clear how this objective connects to a standard or set of standards in my course? Is it clear what methods/activities students will use to gain and demonstrate their understanding? Is it specific enough to differentiate the distinct pieces of knowledge and/or skills students need? Is it measurable? Does it give details on specific activities a proficient student would be able to complete effectively to demonstrate their understanding? Slide 43 – Components of a Strong Objective (checklist) This checklist is a good tool to use when writing objectives. A rule of thumb is that you can use the structure SWBAT (what) by (how). Also, check for the strength of the objective by asking the following questions Realizing Postsecondary and Career Readiness through CTE

37 Components of a Strong Objective
Writing Process: Determine the specific knowledge and skills you are trying to accomplish. Arrange the knowledge and skills into a “students will be able to” statement, noting the distinct concept(s) you will be covering and also the approach you will be using with your students. Slide 44 – Components of a Strong Objective (Writing process) Now let’s discuss a writing process that you can use for developing strong objectives. Refer to page 2 of your worksheet. Using the knowledge and skills chart that we created in the previous module, identify specific knowledge and skills that you want to accomplish in an objective. Then arrange the knowledge and skills into a statement such as the student will be able to _____ by _____. Be sure to note the distinct concepts that you will be covering and the approach that will be used. Realizing Postsecondary and Career Readiness through CTE

38 Components of a Strong Objective
Make it Specific! A specific objective differentiates the distinct pieces of knowledge and/or skills a student needs to become proficient in a standard. It clearly describes, in detail, exactly what the teacher is going to cover and what the student will know by the end of the lesson/unit. Strong Weak Demonstrate understanding of the engineering design process by describing what occurs during each step of the 12-step process. Understand the engineering design process. Make it Measurable! A measurable objective outlines specific activities students will be using to gain, and demonstrate, an understanding of the concept in the standard. It clearly describes, in detail, what a proficient student would be able to accomplish by the end of the lesson/unit. How a teacher would assess the knowledge/skill should be clear. Consider the design and function of a glass ketchup bottle, and identify a problem with the design. Then, list the criteria and constraints that were possibly used during the design process that led to the plastic squeezable ketchup bottle. Evaluate a design solution. Slide 45 – Components of a Strong Objective (strong vs weak) We are still referring to page 2 of the worksheet. Let’s take a look at two examples of strong vs weak objectives. For example, the first one is an example of a weak objective that is not specific enough. The strong objective provides details of how a student will show that he/she understands the engineering design process (by). The second example is a weak objective that is not measurable. It just says to evaluate a design solution; however, it does not provide details of how the teacher can measure whether the student evaluated the design solution properly. The strong objective actually specifies that the student should identify a problem with the design and list criteria and constraints of the design process. A teacher can measure students’ knowledge by what the list and what they identify as a problem. Realizing Postsecondary and Career Readiness through CTE

39 Writing a Strong Objective: Example Overview
Start with knowledge and skills from previous worksheet. Remember to also consider the referenced standards in CCSS for technical subjects, general education, and others. Example: Principles of Engineering and Technology Slide 46 – Writing a Strong Objective: Example (Overview) At this point, refer to pages 3-5 of your worksheet. This slide just makes the connection of how you will use the chart from the knowledge and skills module to help you with writing strong objectives. I used the knowledge and skills chart to identify what concepts I wanted to address in writing a few objectives. For the next example that I show you, I used identified the knowledge of engineering design process as a concept that I want to address in writing objectives. I also identified the skill of evaluating an existing design solution to identify the various steps of the engineering design process. Realizing Postsecondary and Career Readiness through CTE

40 Checking our work Let’s take a look at our sample objectives and see if they meet the criteria we established earlier for strong objectives. We said that strong objectives should be specific and measurable. Did we accomplish this? Slide 47 – Checking Your Work Lets take a look at the objectives that I developed and discuss whether it meets the criteria on the checklist. Refer back to page 1 for the checklist. What CCSS does this objective align with (clarification)? (Answer: Reading 3 – Follow precisely a complex multistep procedure , Reading 7 – Translate quantitative or technical information expressed in words in a text into visual form, Writing 4 – produce clear and coherent writing, Writing 9 - drawing evidence from informational texts. Realizing Postsecondary and Career Readiness through CTE

41 You do! Now, continue this process for the rest of the standards in your selected course. Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Objectives worksheet Slide 49 – You Do! Using the process that we just went over, use the course that you selected earlier to develop a few objectives to teach standards. Remember to use refer back to your Strong Objectives Worksheet. You definitely want to use the objective structure checklist. Realizing Postsecondary and Career Readiness through CTE

42 Using a Curriculum Map How to Plan Instruction
Bethany King Wilkes, Ph.D. Career Cluster Consultant

43 What’s Happening Today
Part Three of Three-Part Series “Using a Curriculum Map: How to Plan Instruction” is part three of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for school year. You will walk away this afternoon with tools to use in your classroom. Pull out your Using a Curriculum Map worksheet. Objective for this Session Develop initial resources for use in your classroom to implement the new standards, including: Curriculum map Kick off with making a commitment to them about what they will be receiving today from this session – a deep understanding of how to take the new and revised standards and develop high quality objectives to use in lesson planning, unit planning, and pacing. and ask if there are any questions. Note that there are times when you will be modeling and point out you are not trying to treat them as kids, but rather model for them some of the new instructional expectations. Point out the fact that if you can’t answer a question, you will be using the parking lot to ensure you are able to stay on schedule and get everyone home at the time you said you would. Review the objective and where it fits in the overall set of workshop topics. Realizing Postsecondary and Career Readiness through CTE

44 Recap New look of course description document
New format of course standards Knowledge and Skills identified Used the knowledge and skills to develop strong objectives (SWBAT) Specific Measurable Aligned to standards Now: Use knowledge, skills, and strong objectives to plan curriculum and create assessments. Recap what we learned in previous sessions: identifying knowledge and skills embedded in standard Using knowledge and skills to create strong objectives Using knowledge, skills, and strong objectives to plan curriculum and create assessments. Realizing Postsecondary and Career Readiness through CTE

45 What is a Curriculum Map?
A curriculum map is a plan for how a teacher will teach a specific course. Curriculum maps: address the major ideas and projects that drive a class, in order to help a teacher plan out a basic schedule for units, activities and assessments are meant to be used to answer basic questions about sequencing, pacing, and unit planning can be used to plan lessons effectively and efficiently throughout the course Curriculum maps are not: meant to be an exhaustive list of every class topic Curriculum map is a plan of how to teach a course. It not be used as an exhaustive list of course topics. Realizing Postsecondary and Career Readiness through CTE

46 Why use a Curriculum Map?
The purpose of creating and using curriculum maps is to help teachers pace the year to ensure all the standards within a course will be covered. Curriculum maps offer a sequence for delivering content and provide a clear scope for what must be taught to all students, based on course standards. Mapping curriculum: Enables teachers to assure that they allocate sufficient time to cover each standard and objective. Provides clarity for teaching strategies with full-course picture. Allows you to see full-course balance between teacher-directed concepts and student-generated investigations. Allows you to plan proactively for activities that might take advance notice (like scheduling a guest speaker or ordering laboratory materials) and allow preparation time for longer research projects. Facilitates assessment planning. Realizing Postsecondary and Career Readiness through CTE

47 Curriculum Map Development Process
Process Overview: Set-up the Curriculum Mapping Tool with basic information Transfer course content from Knowledge and Skills worksheet Transfer strong objectives from Writing Objectives worksheet and estimate timing for each Plan instructional activities and assessments Discuss the process. Realizing Postsecondary and Career Readiness through CTE

48 Curriculum Map Tool Walk through each part of the map tool.
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49 Using the Curriculum Map Tool
Step 1: Start by inserting the “Course Name” and appropriate “Grade” information for the course in the header of the curriculum map tool. Walk through each part of the curriculum map. Realizing Postsecondary and Career Readiness through CTE

50 Using the Curriculum Map Tool
Step 1 Continued: Continue by looking at the course description document and scroll down the standards to find the thematic concepts that serve as headings for groups of standards. These group headers can serve as an initial organization of units. Place these bolded titles into the “Unit Title” column to get started. Units can be tweaked later if necessary to better organize activities. Tell them the connection between the unit title and the content buckets. Remember that content buckets can be used to help organize lesson planning. Realizing Postsecondary and Career Readiness through CTE

51 Using the Curriculum Map Tool
Showing where to find the content buckets (bold font subtitles within the standards). Realizing Postsecondary and Career Readiness through CTE

52 Using the Curriculum Map Tool
Step 2: The next step is to take the standards and the knowledge and skills within each standard that you have worked to break down and input them into the appropriate columns in the curriculum map tool. Transferring information from the knowledge and skills chart to the curriculum map. Realizing Postsecondary and Career Readiness through CTE

53 Using the Curriculum Map Tool
Step 3: The next step is to take the strong objective statements that you have been crafted based on the knowledge and skills and input them into the appropriate column in the curriculum map tool. As you do this, estimate the amount of time teaching each objective will take. Transferring the Objectives over the curriculum map tool. Also, determine how much time you would like to spend on the objectives. Realizing Postsecondary and Career Readiness through CTE

54 Using the Curriculum Map Tool Plan instructional activities
Step 4: Once you have inputted your knowledge, skills, and objectives, you can start to plan for what instructional activities you will use to complete your objectives. If you’ve written strong objectives statements, many will already include aligned activities that you should be using to increase student understanding. You can also review the reference standards (found at the end of the course description document in the Standards Alignment Notes section) for additional ideas for activities. Enter aligned activities into the appropriate column in the curriculum map tool. Use the objectives to plan activities/assessments. If you have written strong objectives, they will often hint to activities and assessments for students. Also, remember to look at the CCSS. These standards will also provide information to enhance activities and assessments for students. Realizing Postsecondary and Career Readiness through CTE

55 Using the Curriculum Map Tool
Step 4 Continued: It is important to also think about how you will be assessing your students’ learning during this step. Formative assessments (activities to diagnose student understanding and inform ongoing instruction) should be included in the “Activities” column, as they will serve as important day-to-day actions with your students. Culminating summative assessment activities should be included in the “Assessments” column. Don’t be worried if you feel you have duplication. Good teachers often plan backwards and use similar authentic activities throughout their teaching to ensure students are prepared for the summative test. As many of you know, there are two types of assessment. Formative Summative The formative assessments can be used to gauge students understanding during daily activities and lessons. They also tell you as a teacher whether you need to modify your lesson based on the students’ understanding. Summative assessments are used as a culminating activity. In other words, they are usually done at major milestones during the class. Realizing Postsecondary and Career Readiness through CTE

56 Using the Curriculum Map Tool: Formative Assessment Examples
Often referred to as “check for understanding,” formative assessments provide information needed to adjust teaching and learning while they are still happening. These are low stakes assessments meaning point values associated with them are not normally high. Here are a few examples which may be used in the classroom as a formative assessment to collect evidence of student learning. Observations Graphic Organizers Questioning Peer/Self Assessments Discussion Practice Presentations Exit/Admit Slips Visual Representations Learning/Response Logs Think Pair Share Realizing Postsecondary and Career Readiness through CTE

57 Using the Curriculum Map Tool
Realizing Postsecondary and Career Readiness through CTE

58 Using the Curriculum Map Tool: Summative Assessment Examples
Summative assessments evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. The assessments are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment summative is not the design of the assessment, but rather the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught. Midterm exam Final project Presentation Research paper Practical Realizing Postsecondary and Career Readiness through CTE

59 Using the Curriculum Map Tool
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60 You do! Now, continue this process for the rest of the standards in your selected course. Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Writing Objectives worksheet Curriculum Map worksheet Realizing Postsecondary and Career Readiness through CTE

61 Bringing it All Together
Bethany King Wilkes, Ph.D. Career Cluster Consultant

62 Agenda * Participant work time, take breaks as needed Time Activities
9 – 9:10 Welcome and Introductions 9:10 – 9:40 Setting the Context: Overview of Standards Revisions 9:40 – 10 New Course Description Documents 10 – 11:30 Breaking Down Standards into Knowledge and Skills* 11:30 – 1 Lunch (on your own) Optional brown-bag work session and Q&A tables 1 – 2 Developing High Quality Objectives & Units* 2 – 3:45 Developing a Curriculum Map* 3:45 – 4:30 Bringing it all Together Slide 6 – Agenda Here is an outline of what we will accomplish today. After we finish the introductions, we will look at an overview of the standards revision. Then we will spend about 20 minutes looking at the new course description documents. Next, we will spend about 1.5 hour breaking down standards in to knowledge and skills. About 11:30 am we will take an 1.5 lunch. When we return from lunch, we will continue the workshop with developing high quality objectives and units. After an hour, we will then discuss developing curriculum maps using the course standards. Finally, we will wrap up the workshop and adjourn around 4:30 pm today. You will notice that some of the agenda items have an asterisk. This simply denotes the places when you will spend some time working and practicing activities that we discuss. Again, please feel free to take breaks as you need them. * Participant work time, take breaks as needed Realizing Postsecondary and Career Readiness through CTE

63 Objectives By the end of training today, each of you will be able to: Understand the instructional expectations of the new standards, including: Alignment to Common Core State Standards for Literacy in Technical Subjects The knowledge and skills expected in each standard Connections to general education course standards Develop initial resources for use in your classroom to implement the new standards, including: High quality objectives Curriculum map Know where to find resources, tools, and support for implementing the new standards. Review objectives – have participants talk about how we’ve met each of the objectives. Ask if there are objectives you still need to work on (ok if they identify #3, say that is what this section is for) Realizing Postsecondary and Career Readiness through CTE

64 What is available to assist you in implementing your new standards?
Finding Resources What is available to assist you in implementing your new standards? Realizing Postsecondary and Career Readiness through CTE

65 Available Resources Recorded Webinars for Teachers
Walked through standards changes in-depth Reviewed transition to Career Clusters that occurred in Gave overview of new courses and programs of study Provided Answers to Questions Frequently Asked Questions Myths vs. Facts Overview One-Pager Process Highlights Next Steps Checklist Developed Materials for Support Resource List Equipment List Standards Crosswalk Each Course Each Cluster Realizing Postsecondary and Career Readiness through CTE

66 Available Resources http://www.tn.gov/education/cte/
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67 Available Resources Realizing Postsecondary and Career Readiness through CTE

68 Reference documents in their hands:
Available Resources New Programs of Study New Course Standards Reference documents in their hands: Checklist FAQ/Myths Facts Webinar FAQ & Myths/Facts Resource List Equipment List and more! Realizing Postsecondary and Career Readiness through CTE

69 Available Resources: Resource Lists
Ask participants – why would this be helpful? Answers: to develop activities for curriculum map Realizing Postsecondary and Career Readiness through CTE

70 Available Resources: Lesson Plans
Realizing Postsecondary and Career Readiness through CTE

71 Available Resources: Lesson Plans
How could this be helpful? Realizing Postsecondary and Career Readiness through CTE

72 Next Steps to Support Standards Revisions
Goal: Support teachers in teaching the new standards – instructional shifts, content, and materials Offer robust teacher professional development Develop additional equipment and resource lists for new courses Release additional lesson plans on Offer spring PD sessions regionally across all three grand divisions Provide self-study modules and facilitation resources to teachers and administrators Focus on new standards during 2014 Institute for CTE Educators Teacher & Administrator To-Do: Visit Career Cluster websites and to find helpful materials. Save the date for Institute for CTE Educators: July 7-11 at Music City Center, Nashville. Realizing Postsecondary and Career Readiness through CTE

73 Next Steps to Support Standards Revisions
Goal: All CTE courses are rigorous and relevant. Continue Phase II Course Revisions Remainder of CTE courses for revision are underway, will be presented by October 2014 meeting. Work-based learning programs are under review. New courses, standards, and guidelines will also be presented by October 2014. Teacher & Administrator To-Do: Career Cluster Consultant if interested in serving as a teacher reviewer for upcoming courses. Read s on teacher listserves to stay up-to-date on next steps. Continue to use for questions and feedback. Realizing Postsecondary and Career Readiness through CTE

74 Bethany King Wilkes, Ph.D.
Career Cluster Consultant (615) Realizing Postsecondary and Career Readiness through CTE

75


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