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CTE Standards Revisions (Phase II) Workshop Bethany King Wilkes, Ph.D.Bethany King Wilkes, Ph.D. Career Cluster ConsultantCareer Cluster Consultant STEM,

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Presentation on theme: "CTE Standards Revisions (Phase II) Workshop Bethany King Wilkes, Ph.D.Bethany King Wilkes, Ph.D. Career Cluster ConsultantCareer Cluster Consultant STEM,"— Presentation transcript:

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

2 CTE Standards Revisions (Phase II) Workshop Bethany King Wilkes, Ph.D. Career Cluster Consultant (615) Realizing Postsecondary and Career Readiness through CTE 2

3 Objectives By the end of training today, each of you will be able to: 1. 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 2. Develop initial resources for use in your classroom to implement the new standards, including: – High quality objectives – Curriculum map 3. Know where to find resources, tools, and support for implementing the new standards. Realizing Postsecondary and Career Readiness through CTE 3

4 Agenda TimeActivities 9 – 9:10Welcome and Introductions 9:10 – 9:40Setting the Context: Overview of Standards Revisions 9:40 – 10New Course Description Documents 10 – 11:30Breaking Down Standards into Knowledge and Skills* 11:30 – 1 Lunch (on your own) Optional brown-bag work session and Q&A tables 1 – 2Developing High Quality Objectives & Units* 2 – 3:45Developing a Curriculum Map* 3:45 – 4:30Bringing it all Together Realizing Postsecondary and Career Readiness through CTE 4 * Participant work time, take breaks as needed

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

6 Setting the Context: Standards Revision Process Realizing Postsecondary and Career Readiness through CTE 6 Clear, specific, measurable standards Common Core General Education WBL Teachable and Learnable Logical Progression Industry & Post- secondary Aligned Building Pathways for Students

7 Setting the Context: Standards Revision Results Courses Approved on Final Reading:  Introduction to Geographic Information Systems  Programming and Logic I  Cabling and Internetworking  Introduction to Electromechanical  Mechatronics I  Mechatronics II  Collision Repair: Estimating and Customer Service Courses Approved on First Reading:  Principles of Machining II  Programming and Logic II  STEM Explorers  STEM Innovators  STEM Designers  Principles of Engineering and Technology  Engineering Design I  Engineering Design II  Engineering Practicum  STEM I: Foundation  STEM II: Applications  STEM III: In Context  STEM IV: Practicum  Robotics and Automated Systems  Foundations of Transportation, Distribution, and Logistics  Distribution and Logistics I  Distribution and Logistics II  Introduction to Aerospace  Aviation I: Principles of Flight  Aviation II: Advanced Flight Realizing Postsecondary and Career Readiness through CTE 7 STEM ITManufacturing Transportation

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 8

9 New Course Description Documents: Overview Realizing Postsecondary and Career Readiness through CTE 9

10 10 Existing: Principles of Engineering 11.0 Students will explore careers available in the engineering and manufacturing areas Investigate possible career paths for engineers and engineering technicians Examine potential roles and responsibilities of an engineer or engineering technician. Revised: Principles of Engineering and Technology 5As 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) New Course Description Documents: Look and Feel

11 Knowledge and SkillsKnowledge and Skills How to Unpack a StandardHow to Unpack a Standard Bethany King Wilkes, Ph.D.Bethany King Wilkes, Ph.D. Career Cluster ConsultantCareer 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 1. 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 Realizing Postsecondary and Career Readiness through CTE 12

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. Realizing Postsecondary and Career Readiness through CTE 13

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: 1. Identify and highlight nouns and verbs in the standard Determine the “knowledge” and “skills” students need to be proficient 2. Reference aligned Common Core State Standards for additional detail Enhance K&S with embedded CCSS expectations for students Realizing Postsecondary and Career Readiness through CTE 14

15 Process for Unpacking a Standard Realizing Postsecondary and Career Readiness through CTE 15 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

16 Process for Unpacking a Standard: Knowledge 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) Realizing Postsecondary and Career Readiness through CTE 16 Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.

17 Process for Unpacking a Standard: Knowledge 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) Realizing Postsecondary and Career Readiness through CTE 17 Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.

18 Process for Unpacking a Standard: Skills 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) Realizing Postsecondary and Career Readiness through CTE 18 Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components.

19 Process for Unpacking a Standard: Skills 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) Realizing Postsecondary and Career Readiness through CTE 19 Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components.

20 Process for Unpacking a Standard: Descriptive Phrases 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) Realizing Postsecondary and Career Readiness through CTE 20 Step 1 Continued: Be careful! Sometimes, you need to search for descriptive adjectives to really know what the standard is looking for.

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. Realizing Postsecondary and Career Readiness through CTE 21 StandardKnowledgeSkills 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

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. Realizing Postsecondary and Career Readiness through CTE 22 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.

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. Realizing Postsecondary and Career Readiness through CTE 23 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)

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. Realizing Postsecondary and Career Readiness through CTE 24 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.

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. Realizing Postsecondary and Career Readiness through CTE 25 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.

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. Realizing Postsecondary and Career Readiness through CTE 26 StandardKnowledgeSkills 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.

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) Realizing Postsecondary and Career Readiness through CTE 27

28 Let’s do one together Realizing Postsecondary and Career Readiness through CTE 28 StandardKnowledgeSkills 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)

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) Realizing Postsecondary and Career Readiness through CTE 29

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 Realizing Postsecondary and Career Readiness through CTE 30

31 Strong ObjectivesStrong Objectives How to Write Aligned, Specific and Measurable Statements Bethany King Wilkes, Ph.D.Bethany King Wilkes, Ph.D. Career Cluster ConsultantCareer 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 Realizing Postsecondary and Career Readiness through CTE 32

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 33

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. Realizing Postsecondary and Career Readiness through CTE 34

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? Realizing Postsecondary and Career Readiness through CTE 35

36 Components of a Strong Objective Realizing Postsecondary and Career Readiness through CTE 36 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?

37 Components of a Strong Objective Writing Process: 1. Determine the specific knowledge and skills you are trying to accomplish. 2. 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. Realizing Postsecondary and Career Readiness through CTE 37

38 Components of a Strong Objective Realizing Postsecondary and Career Readiness through CTE 38 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. StrongWeak 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. StrongWeak 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.

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. Realizing Postsecondary and Career Readiness through CTE 39 Example: Principles of Engineering and Technology

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? Realizing Postsecondary and Career Readiness through CTE 40

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 Realizing Postsecondary and Career Readiness through CTE 41

42 Using a Curriculum MapUsing a Curriculum Map How to Plan InstructionHow to Plan Instruction Bethany King Wilkes, Ph.D.Bethany King Wilkes, Ph.D. Career Cluster ConsultantCareer 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 Realizing Postsecondary and Career Readiness through CTE 43

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. Realizing Postsecondary and Career Readiness through CTE 44

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 Realizing Postsecondary and Career Readiness through CTE 45

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 46

47 Curriculum Map Development Process Process Overview: 1. Set-up the Curriculum Mapping Tool with basic information 2. Transfer course content from Knowledge and Skills worksheet 3. Transfer strong objectives from Writing Objectives worksheet and estimate timing for each 4. Plan instructional activities and assessments Realizing Postsecondary and Career Readiness through CTE 47

48 Curriculum Map Tool Realizing Postsecondary and Career Readiness through CTE 48

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

50 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.course description document Realizing Postsecondary and Career Readiness through CTE 50 Using the Curriculum Map Tool

51 Realizing Postsecondary and Career Readiness through CTE 51 Using the Curriculum Map Tool

52 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. Realizing Postsecondary and Career Readiness through CTE 52 Using the Curriculum Map Tool

53 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. Realizing Postsecondary and Career Readiness through CTE 53 Using the Curriculum Map Tool

54 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.course description document  Enter aligned activities into the appropriate column in the curriculum map tool. Realizing Postsecondary and Career Readiness through CTE 54 Using the Curriculum Map Tool Plan instructional activities

55 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. Realizing Postsecondary and Career Readiness through CTE 55 Using the Curriculum Map Tool

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. Realizing Postsecondary and Career Readiness through CTE 56  Observations  Questioning  Discussion  Exit/Admit Slips  Learning/Response Logs  Graphic Organizers  Peer/Self Assessments  Practice Presentations  Visual Representations  Think Pair Share

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

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. Realizing Postsecondary and Career Readiness through CTE 58  Midterm exam  Final project  Presentation  Research paper  Practical

59 Realizing Postsecondary and Career Readiness through CTE 59 Using the Curriculum Map Tool

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 60

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

62 Agenda TimeActivities 9 – 9:10Welcome and Introductions 9:10 – 9:40Setting the Context: Overview of Standards Revisions 9:40 – 10New Course Description Documents 10 – 11:30Breaking Down Standards into Knowledge and Skills* 11:30 – 1 Lunch (on your own) Optional brown-bag work session and Q&A tables 1 – 2Developing High Quality Objectives & Units* 2 – 3:45Developing a Curriculum Map* 3:45 – 4:30Bringing it all Together Realizing Postsecondary and Career Readiness through CTE 62 * Participant work time, take breaks as needed

63 Objectives By the end of training today, each of you will be able to: 1. 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 2. Develop initial resources for use in your classroom to implement the new standards, including: – High quality objectives – Curriculum map 3. Know where to find resources, tools, and support for implementing the new standards. Realizing Postsecondary and Career Readiness through CTE 63

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

65 Available Resources Realizing Postsecondary and Career Readiness through CTE 65 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 Cluster Each Course

66 Realizing Postsecondary and Career Readiness through CTE 66 Available Resources

67 Realizing Postsecondary and Career Readiness through CTE 67 Available Resources

68 Realizing Postsecondary and Career Readiness through CTE 68 New Course Standards Available Resources Webinar FAQ & Myths/Facts Resource List Equipment List and more! New Programs of Study

69 Realizing Postsecondary and Career Readiness through CTE 69 Available Resources: Resource Lists

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

71 Realizing Postsecondary and Career Readiness through CTE 71 Available Resources: Lesson Plans

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.www.TNCore.org  Save the date for Institute for CTE Educators: July 7-11 at Music City Center, Nashville. Realizing Postsecondary and Career Readiness through CTE 72

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 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 Realizing Postsecondary and Career Readiness through CTE 73

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

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