Integrating the Common Core into CTE programs June 2014 Copyright © 20XX American Institutes for Research. All rights reserved. Beth Ratway Senior Consultant

Welcome and Introductions Please let me know who you are, one thing you are currently doing with the CCSS Copyright © 2014 American Institutes for Research. All rights reserved.

The intended outcomes for meeting participants are as follows: Gain a greater understanding of the Common Core State Standards as part of College and Career Readiness Become aware of what is needed to integrate the Common Core Standards into CTE work Identify research, resources, and tools to help align CTE to the Common Core State Standards Explore tools that will help with integrating the work. Share strategies and ideas for integration Outcomes 3

What do you want to learn more about? 4

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Setting the Stage College and Career Readiness and the Common Core 6

College and Career Readiness 7

Create a visual or mind map describing what College and Career Readiness means to you? Highlight where your current work intersects. College and Career Readiness 8

Research and Ideas Summaries from: 9

Creating A System for Change The system improves college and career readiness by  Defining readiness  Examining schools and students  Aligning the instructional programs  Strengthening partnerships between high schools businesses and colleges. 10

Defining Readiness 11

College Readiness and Career Readiness: Same or Different? EPIC’s research on the content of courses in two-year certificate programs is identifying the overlap between college readiness and career readiness knowledge and skills. Necessary academic content knowledge varies among in two- year certificate programs and between certificate programs and general education courses at four-year institutions. However, almost all certificates require a strong academic foundation, and students in certificate programs need strong skills in the area of Academic Behaviors 12

A More Complete Definition of “Ready” The definition of “ready” is a student who can succeed— without remediation—in credit-bearing general education courses or a two-year associates or certificate program that leads to a career in the Occupational Information Network Standard (O-NET ) job zone 3 classification. David Conley EPIC 13

The Four Dimensions of Readiness Key Cognitive Strategies Key Content Knowledge Academic Behaviors Contextual Skills and Awareness 14 David Conley - EPIC Common Core

15 Key Cognitive Strategies (THINK) Problem formulation, research, interpretation, communication, precision and accuracy. Key Content Knowledge (KNOW) Key foundational content and “big ideas” from core subjects. Academic Behaviors (ACT) Self-management skills: time management, study skills, goal setting, self-awareness, and persistence. Transition Skills (College/Workforce Knowledge) (GO) Admissions requirements, college types and missions, affording college, college culture, and relations with professors. Understanding the context/environment The Four Dimensions of Readiness Get a summary at Conley, David. (2008). What makes a student college ready? Educational Leadership. October. Vol 66 No. 2

Some Example Recommendations Key Content Knowledge: Increase dual enrollment, AP, IB Key Cognitive Strategies: Consider “senior seminars” where students are exposed to assignments that require cognitive strategies Academic Behaviors: Provide resources for students to learn time management, study skills, goal setting Contextual/Transition Knowledge: Expect students to access online college prep systems Apprenticeships 16

Where are your current strengths? Key Cognitive Strategies (THINK) Problem formulation, research, interpretation, communication, precision and accuracy. Key Content Knowledge (KNOW) Key foundational content and “big ideas” from core subjects. Academic Behaviors (ACT) Self-management skills: time management, study skills, goal setting, self- awareness, and persistence. Transition Skills (College/Workforce Knowledge) (GO) Admissions requirements, college types and missions, affording college, college culture, and relations with professors. Understanding the context/environment

Common Core 18

Impetus for the Common Core State Standards Every state had its own set of academic standards, meaning public-educated students are learning different content at different rates. All students have to be prepared to compete with not only their American peers in the next state, but with students around the world. This initiative will potentially affect 43.5 million students, which is about 87% of the student population.

What are the Common Core Standards? “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.” (NGA & CCSSO, 2010)

Development of Common Core Standards Joint initiative of: Supported by:  Achieve  ACT  College Board National Governors Association Council of Chief State School Officers

Foundation for the Standards Aligned with college and work expectations Prepare students for success in entry-level, credit bearing, academic college courses (two- and four-year postsecondary institutions) Prepare students for success in careers that offer competitive, livable salaries above the poverty line, offer opportunities for career advancement, and are in growing or sustainable industries

Why are Common Core State Standards good for students?  College and Career Focus. It will help prepare students with the knowledge and skills they need to succeed in college and careers.  Consistent. Expectations will be consistent for all kids and not dependent on a student’s zip code.  Mobility. It will help students with transitions between states  Student Ownership. Clearer standards will help students understand what is expected of them and allow for more self- directed learning by students.

What’s the big deal? The CCSS initiative is a “sea change” in education for teaching and learning! The CCSS mandates the student learning outcomes for every grade level. The CCSS force a common language. Students will be tested and instructional effectiveness will be measured based on CCSS. Federal funding is tied to CCSS adoption, implementation, and accountability.

What’s in the Standards?

Attributes of the CCSS: English Language Arts  Shift in emphasis from fiction to nonfiction in reading and writing.  Focus on close analysis of texts with evidence to back up claims and conclusions.  Emphasis in teaching literacy skills in and through history/social studies, science, and technical content areas.

What does College and Career Ready mean for ELA  They demonstrate independence.  They build strong content knowledge.  They respond to the varying demands of audience, task, purpose, and discipline.  They comprehend as well as critique.  They value evidence.  They use technology and digital media strategically and capably.  They come to understand other perspectives and cultures. (pg 7)

ELA Instructional Shifts  Balancing Informational and Literary Text  Building Knowledge in the Disciplines  Staircase of Complexity  Text-Based Answers  Writing From Sources  Academic Vocabulary

Mathematical Practices Engage students in the content through the Mathematical Practices: 1.Problem solving 2.Reasoning 3.Modeling 4.Using tools 5.Making arguments 6.Precision 7.Structure

Mathematics Instructional Shifts  Focus  Coherence  Fluency  Deep Understanding  Application  Dual Intensity

What are the opportunities that come with the adoption of the Common Core? Building an integrated system

Opportunities for Integration Curriculum, Instruction, Assessment

1. Develop a Common Understanding of College and Career Readiness: Include CTE leaders in efforts to create a broader view of college and career readiness that gives equal weight to college AND career readiness 2. Form Cross-Disciplinary Teams for CCSS Planning and Implementation: Ensure that CTE representatives are part of state and district CCSS planning and implementation teams. If this has not occurred, CTE leaders should take the initiative to get involved. 3. Ramp up Communications and Information Sharing: Implement a communications plan that specifically includes CTE educators and uses a wide variety of communication strategies: and listserves, informational videos, local workshops and presentations, and regional and statewide conferences. Bridging the Divide - Achieve 33

4.Create or Update Curricular and Instructional Resources: Engage CTE and academic educators to update CTE standards to reflect the CCSS, Whenever possible, update or create model CCSS-aligned instructional resources for both CTE and core academic teachers. 5.Enhance Literacy and Math Strategies within CTE Instruction: Launch new or build upon existing professional development activities to help CTE teachers integrate literacy and math strategies in their CTE classrooms. 6.Foster CTE and Academic Teacher Collaboration: Bring CTE and academic teachers together in structured professional development activities to review and reflect on the CCSS, unpack the standards to see how they can apply in the CTE context, and create model instructional resources. Bridging the Divide – Achieve cont. 34

7.Establish Expectations for and Monitoring CCSS Integration into CTE: Include references to the CCSS in annual funding applications, continuous improvement planning, CTE teacher qualifications and criteria for local monitoring visits. 8.Involve Postsecondary CTE in CCSS Implementation: Ensure that postsecondary CTE is also included in outreach and implementation planning. Bridging the Divide 35

CCSS: Important but Insufficient To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

CCTC are released - June 2012 Common Career Technical Core (CCTE), a shared set of rigorous, high-quality Career Technical Education (CTE) standards have been developed and were released on June 19th. CCTE will ensure that all CTE students have access to high-quality, rigorous, career-focused learning opportunities in every state, and every community across the nation. Common Career Technical Core (CCTE) For more information on the CCTC, visit

Performance-Based Curriculum Integration Integration Continuum

Curriculum 39

What are some ways you are currently integrating in the area of curriculum Model Curricula Pathways Clusters Curriculum templates Curriculum 40

Curriculum Maps – HOW IT IS

Curriculum Maps – HOW IT SHOULD BE

Instruction 43

What are some ways you are currently integrating in the area of instruction? Instructional shifts Habits of mind and mathematical practices Instructional Tasks Common Career Technical Core’s (CCTC) Career Ready PracticesCommon Career Technical Core’s (CCTC) Career Ready Practices Instruction 44

Assessment 45

What are you currently doing in the area of CTE assessments and the Common Core? Balanced assessments – Formative – Summative Assessment 46

Examples 47

IN CTE Work Integrating the Common Core into CTE 48

Built a common curriculum framework Placed the ELA as the process standards for the framework Brought together teams of teachers to determine content and areas of emphasis for courses Determine a math anchor course for each pathway Integrating ELA into CTE 49

MO Work Model Curricula 50

Built a CTE Model course framework SEA were trained as trainers and built training tools Built common professional development tools and resources to help teams build model CTE curricula that encompasses CCSS Integrating ELA into CTE 51

Next Steps Create one concrete next step for integration 52

Integrating the Common Core into CTE programs June –Beth Ratway Senior Consultant