Presentation on theme: "Tom Thompson Karin Moscon Jennell Ives"— Presentation transcript:
1Tom Thompson Karin Moscon Jennell Ives CTE and the Common CoreTom ThompsonKarin MosconJennell Ives
2Why Revisit This? 40/40/20 Teacher effectiveness New assessments CTE as a solutionInterest from business and industryCommon elements of standardsCollege and Career Readiness
3Where is CTE in the Math Common Core? We are at the table, but where is CTE when we drill into the CCSS?If we have a star tool participants can spend a few minutes looking at slide and then put stars next to the words that they feel are CTE.Talk about trends, clear stars and talk about how CTE is involved with math
4Where is CTE in the ELA Common Core? If we have a star tool participants can spend a few minutes looking at slide and then put stars next to the words that they feel are CTE.
6ConnectionsHow to focus student achievement and classroom practices to get the most “Bang for the buck”. Examine where the practices converge with science, math and literacy. For example, students are expected to engage in argumentation from evidence; construct explanations; obtain, synthesize, evaluate, and communicate information; and build a knowledge base through content rich texts across the three subject areas. Such convergence is particularly beneficial for students from non-dominant groups who are pressed for instructional time to develop literacy and numeracy at the cost of other subjects, including science. The Understanding Language
8How would you go about using math to build this staircase?
9Project PurposeCreate a collaborative model for developing a technical math course that meets graduation requirements and improves student performance
10Joint Effort Oregon Department of Education (ODE) National Research Center for Career and Technical Education (NRCCTE)Lane County Education Service District (ESD)
11Three Year R&DDevelopment teams design instructional units for trial implementation in Year 2.Phase 1: Year 1Development teams implement the course and refine the units for a Year 3 test.Phase 2: Year 2Technical math course is implemented and tested at pilot schools.Phase 3: Year 3
12Key Features of the Model Be replicableMeet HS math levels, standards, or bothOffer a systematic, intentional approach (not episodic)Involve partnerships with career and technical education (CTE)
13Foci of UnitsA combination of Algebra and Geometry was situated in CTE-oriented units:ManufacturingEnergy TransferBridgeArchitectureStaircaseAnimal HouseTrussesMarketingElectrical
14Student MeasuresPre- and post-testing of mathematics ability in tech math and comparison classrooms (Accuplacer)Math Attitude Inventory (ATMI)Demographic student surveysArtifacts of student activities and accomplishments
15Year 3 FindingsSignificantly improved math attitudes over peers in comparison classroomsComparable math achievement to peers in comparison classroomsStudents with high pre-test scores improved over their peers in geometry classes
16Student Feedback“I learned a lot now I will be able to help my dad build a house this summer” “ Math is starting to make sense to me” “Working in teams is a lot of fun someone always knows what to do.”
17Emergent PrinciplesFostering partnerships between math and CTE teachers.Emerging communities of practice.Math as a central feature of situated problems and questionsAdapting instruction within the units“We are teaching mathematics in context: we are not CTE teachers.”
18Literacy and CTEImplementing Instructional Shifts to Support Student Transitions into CCSS
19Please draw a number line on a piece of paper Place a zero at one end of the number line, and 1 billion at the other end…._________________________________________________billionOn your number line, place where 1 million would go….
21Business as Usual? The amount of information is exploding! In 1870 the information a person would encounter in a lifetime is the same amount of information now found in one issue of the New York Times.The digital Universe has grown 1000% in the last 2 yearsThere are now 450,000 words in the English Language. That’s 7times more than William Shakespeare had to choose from.Just here to illustrate how things are changing rapidly
22What Do Students Need to Know? The majority of jobs our students will have do not currently exist.The technology they will use hasn’t been invented yetThey will be solving problems that haven’t even emerged yet.Research from 21st Century project. How do we prepare students for a world that doesn’t exist?The National Governor’s Panel, I response to business demands began the efforts for CCSS.
23Tools for Teachers:Implementing Key Shifts in the CCSS
24Oregon Common Core Shifts Increase Reading of Informational TextText ComplexityAcademic VocabularyText-based AnswersIncrease Writing from SourcesLiteracy Instruction in all Content AreasOregon CCSS ToolkitCommon Core State Standards – ELA & Literacy Resources
25Shift 1: Increase Reading of Informational Text At least 50% of reading in elementary grades shifts to informational (current estimate: 7%)By middle school, the percentage increases to 55% (current estimate: 15%)By the end of high school, 70% (current est. 20%)This reflects the premise that to be college and career-ready, students need to read an increasingly higher percentage of informational text throughout the school day. This can be difficult for students to accomplish without strategies and practice.
26Literacy in CTEThis site is sponsored by the High Desert ESD, Office of Career and Technical EducationOn it you can find lesson plans with strategies to use for supporting students. These strategies are from the Literacy in CTE workshops.
27Shift 1: Balance Informational and Literary Text What the Student DoesWhat the Teacher DoesBuild Content KnowledgeGain exposure to the world through readingApply comprehension strategiesBalance informational and literary textScaffold for informational textsTeach “through” and “with” informational text. This can include various formats. (books, essays, primary documents, articles, the internet, charts, graphs…)
28Shift 2: Text Complexity Demands that college, careers, and citizenship place on readers have increased over the last 50 yearsThe difficulty of college textbooks, as measured by Lexile scores, has increased over the past 50 yearsMany careers require reading complex technical textBy college/career, students are expected to read complex texts with a high level of independenceBased on ACT test data, only 51% of high school seniors are prepared for postsecondary reading
29Shift 2: Text Complexity What the Student DoesWhat the Teacher DoesRe-read texts to delve deeper into meaning and understandingHave a “balanced reading diet”. Different texts for different purposes. (easier and harder to read)Tolerate frustration with text and persevere to comprehend.Use texts with more complexity at all grade levelsMatch readers with appropriate texts and tasksProvide scaffolded instructional supports that will lead to independenceEngage as a learner with other adultsOur renewed attention to text complexity is primarily due to languagein the Common Core State Standards. We have dipped inand out of the issue of text complexity for years, each time informed by related fields such as linguistics, psychology, and cognition ( Graesser et al, 2011) It used to mean text difficulty, but now we need to go further. In other words, the Common Core State Standards acknowledge that teachers have to figure out how to help their students access complex texts and teachers should use their professional judgments to accomplish this task.In the past, teachers were held captive to the script (R.J. Meyer,2002) and were required to read verbatim from a teacher’s manual.
30Shift 3: Academic Vocabulary Differences in students’ vocabulary levels is a key factor in academic achievement disparity.Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure…to the words they are trying to learn.Three tiers of words: emphasis on Tier 2 words (academic vocabulary)
31Three TiersTier 1: basic vocabulary, more common words that most children will know: include high-frequency words, and usually don’t have multiple meaningsTier two: Less familiar vocabulary found in “text and tests”. They often are more precise or subtle forms of common words -analyze, consider, integrate, synthesis-saunter v. walkTier three: Domain specific, critical to understanding the concepts of a content. Usually low frequency use.Ex. Isotope, peninsulaAveril CoxheadBeck and McKeown
32Shift 3: Academic Vocabulary What the Student DoesWhat the Teacher DoesUse “high octane” words across content areas while listening, speaking, reading and writingBuild a database around “language as power”.Understand registers and when to use formal/informal language.Practice, practice, practiceDevelop students’ ability to use and access wordsBe strategic about which words to focus on (tier 2)Help students understand parts of words and patternsHelp students with word choices in writingStudent Organizations in CTE supporting use of language for jobs.
33Shift 4: Text-based Answers Rich and rigorous conversations which are dependent on students reading a central text or multiple textsGreater emphasis in the standards for students to make explicit references to textual evidence.Text based answers are grounded in text based questions.Text based questions/answers provide more equity in classrooms.
34An issue of equality: Time in class/text More instructional time spent outside the text means less time inside the text.Departing from the text in classroom discussion privileges only those who already have experience with the topic.It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading/ writing.The CCSS are College and Career Readiness Standards.1st bullet – The shifts require experience within the text – building knowledge primarily through reading, using evidence that can only be found in text, and exposure to academic vocabulary found in those very texts.2nd bullet – For example, reading about tornadoes, then asking students to talk about a time when they were in a tornado only allows the students who have had this experience to engage. The expectations outlined by the CCSS are requirements for ALL students. By grounding the discussion in the text itself, all students are given an equal opportunity to engage. The text becomes a shared experience in learning about any topic.3rd bullet – As texts and reading becomes challenging – it’s easier for students to disengage with the text and go to what they know (or think they know, based on their experience.) Requiring students to persevere through difficult text builds critical reading muscles.4th bullet – Those reading muscles are what students will need to be successful in college and career – reading difficult subject matter or technical job-related information without anybody to support them is the critical skill necessary for success.
35Non-Examples and Examples Not Text-DependentText-DependentIn “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?What makes Casey’s experiences at bat humorous?What can you infer from King’s letter about the letter that he received? Explain your reasoning using examples from the letter.“The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described?Text-dependent questions require students to pay attention to the text at hand and to draw evidence from that text.What does this look like in the classroom?Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary argument both in conversation, as well as in writing, to assess comprehension of a text.Students have rich and rigorous conversations and develop writing that is dependent on a common text.
36Text dependent or not?1. According to this speech, why did the North fight the civil war?2. Have you ever been to a funeral or gravesite?3. Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
37Shift 4: Text Based Answers What the Student DoesWhat the Teacher DoesFind evidence to support their argumentForm judgments in a scholarly fashionAnalyze the arguments of othersEngage with the author and understand why the specific structure of the text was used.Facilitate evidenced based conversations about textKeep students “in the text”Identify questions and tasks that are text dependent.Provide practice for students to reason, justify and present argument orally, in reading, and in writing.
38Shift 5: Increase Writing from Sources Greater emphasis on the selection and use of sources when writing to inform or to make an argumentSeparate Claim dedicated to research/inquiry to investigate and write about topics.Move toward performance tasks in assessments that focus on research skillsResearch to Build and Present Knowledge one of the College and Career Readiness Anchor Standards for writing
39CCSS focus is on Mastery of three different types of writing: Narratives: Primarily in elementaryHS only 20% dedicated to narrativeInform and explainRendering complex information clearly: precision and command of evidence is at the heart of their craftArgumentAnalytical writing: Makes good arguments based on evidenceShort focused research projects: several throughout the yearExtended researchContent Areas: Understanding that writing remains coherent, attention to grammar and conventions, but format will be different.
40Shift 5: Increase Writing from Sources What the Student DoesWhat the Teacher DoesGenerate informational textMake arguments using evidenceOrganize for persuasion/argumentCompare multiple sourcesSpend less time on personal narratives/ opinion papers.Present opportunities to write from multiple sourcesProvide opportunities to analyze and synthesize ideasDevelop students’ voice so that they can argue a point with evidenceAllow students to form and articulate conclusions about the text.
41Shift 6:Literacy Across All Content Areas Clear message that literacy is not just an ELA issueSeparate literacy standards: Literacy in History/Social Studies, Science, and Technical SubjectsCorrelates to the increased emphasis on reading informational textContent area (domain-specific) text during ELA instruction; attention to literacy through listening, speaking, reading, and writing throughout the curriculum in your class.
42Shift 6: Literacy Across All Content Areas What the Student DoesWhat the Teacher DoesBuild content knowledge and understanding through textsComfortably use a variety of texts: primary source, internet, essays, articles, speakers, discussions, researchMultiple short and focused research projectsLong term researchUse texts for students to compare and arrive at conclusionsGive students experiences with multiple types of text in real world experiencesProvide students with opportunities to speak, read, and write within the discipline.
43Language and the Art of Language Language will be taking a new role in all classrooms.ArgumentJustificationCollaborationInquiryAnalyzingPresenting
44Subject area teachers integrate the literacy standards into technical subjects and Career-Related Learning Standards.Link for Common Core State Standards for Literacy in Science and Technical Subjects
45Literacy Standards for Science and Technical Subjects handouts College and Career Readiness Anchor Standards for ReadingGrade Specific StandardsCollege and Career Readiness Anchor Standards for WritingLink to CCSS Toolkit for Content Area Literacy Implementation
46ConnectionsHow to focus student achievement and classroom practices to get the most “Bang for the buck”. Examine where the practices converge with science, math and literacy. For example, students are expected to engage in argumentation from evidence; construct explanations; obtain, synthesize, evaluate, and communicate information; and build a knowledge base through content rich texts across the three subject areas. Such convergence is particularly beneficial for students from non-dominant groups who are pressed for instructional time to develop literacy and numeracy at the cost of other subjects, including science. The Understanding Language
47Questions? Karin Moscon Oregon Department of Education Civil Rights and Literacy SpecialistPhone:
48Oregon has new Science Standards! CTE can play a role in helping students apply scientific practices
49KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES NGSS VisionLearning as a developmental progressionEngaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideasIntegrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering designKNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCESThis vision is very much in alignment with the CCSS and CCR which support the vision for Oregon education.The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).
50*Oregon Science Teachers Association NGSS Position Statement NGSS BackgroundAchieve NGSS WebsiteDevelopment Process and TimelineStandards in Multiple Formats for Download and Online SearchingSupport DocumentsODE NGSS WebsiteFeedback SurveyAnnouncements of Upcoming Work on Adoption, Transition, and ImplementationResources*Oregon Science Teachers Association NGSS Position Statement
51Science Panel Recommendations 4/13/2017Science Panel RecommendationsAdopt the Next Generation Science Standards.Recommendation to adopt integrated middle school grade level progression similar to the sequence adopted by California.Statewide implementation of NGSS in Oregon classrooms byStatewide operational implementation of NGSS assessment in Oregon byAlso share the position statement from OSTA
52NGSS Conceptual Shifts Interconnected Nature of Science as it is Practiced and Experienced in the Real WorldStudent Performance Expectations – NOT Curriculum.Science Concepts Build Coherently from K–12Focus on Deeper Understanding of Content as well as Application of ContentScience and Engineering are Integrated in the NGSSPrepare students for College, Career, and CitizenshipThe NGSS and CCSS are AlignedThey have this handout
53Scientific and Engineering Practices Asking questions and defining problemsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingDeveloping explanations and designing solutionsEngaging in argumentObtaining, evaluating, and communicating information
54NGSS Scientific & Engineering Practices Nature of science and engineering1. Asking questions (for science) and defining problems (for engineering)Science focuses on questions about the natural world.Engineering focuses on practical problems.2. Developing and using modelsScience is about models.Engineering exploit models.3. Planning and carrying out investigationsScience is about research. Engineering as iterative improvement.4. Analyzing and interpreting dataScience is analytical.Engineering is about data.5. Using mathematics and computational thinkingMathematics is the language of science and engineering. Computational thinking allows scientists & engineers to exploit computers.6. Constructing explanations (for science) and designing solutions (for engineering)Science is about explanations. Engineering is about solutions.7. Engaging in argument from evidenceScience is arguments and argumentation.8. Obtaining, evaluating, and communicating informationScience as assessing available information and relating it to claims. Engineering as using information to evaluation methods and solutions.
56Four Things Every Teacher Can Do! Give students a strong base of knowledge through content rich texts and discussion of learning experiencesHave students read, write, speak, and think based on evidenceHave students construct viable arguments and critique the thinking of othersEngage students in argument from evidence