© 2013 UNIVERSITY OF PITTSBURGH Module 1: Analysis of a Research Simulation Task in CTE Tennessee Department of Education CTE High School Supporting Rigorous CTE Teaching and Learning

© 2013 UNIVERSITY OF PITTSBURGH 2 Common Core State Standards and Literacy in CTE Tennessee Department of Education CTE Supporting Rigorous CTE Teaching and Learning

© 2013 UNIVERSITY OF PITTSBURGH 3 Common Core State Standards The Common Core State Standards (CCSS) are a set of national standards that are being adopted by multiple states as their common standards. The standards address: Mathematics, ELA, and Literacy. The Literacy component touches Science, History/Social Studies, and Technical Subjects (CTE).

© 2013 UNIVERSITY OF PITTSBURGH 4 Assessment Part of the CCSS is that each state joins a consortium of states to administer common assessments. These common assessments will allow direct comparison of results across regions and states. TN is part of the PARCC consortium. PARCC is a 22- state consortium focused on providing a high-level assessment of mastery as defined by the CCSS in ELA and Mathematics. It will assess literacy skills, but not content outside of ELA and Mathematics.

© 2013 UNIVERSITY OF PITTSBURGH 5 We will be digging into the CCSS to understand how they connect to CTE and our teaching. First let’s get a sense of the big picture of where we expect our students to be in a few years.

© 2013 UNIVERSITY OF PITTSBURGH Course of Study 1.Analysis of a Research Simulation Task in CTE 2.Engaging in Rigorous CTE Lessons 3.Text Complexity 4.Academically Productive Talk 5.Arguments and Explanatory Writing 6

© 2013 UNIVERSITY OF PITTSBURGH Goals Deepen understanding of a Research Simulation Task (RST) by –engaging in a research simulation task; –analyzing and discussing RST connections with the Common Core State Standards (CCSS) for Literacy in Science and Technical Subjects reading and writing standards; and –discussing implications for teaching and learning in CTE. Reflect on learning. 7

© 2013 UNIVERSITY OF PITTSBURGH Norms for Working Together Keep students at the center. Be present and engaged. Monitor air time and share your voice. Challenge with respect. Stay solutions oriented. Risk productive struggle. Balance urgency and patience. 8

© 2013 UNIVERSITY OF PITTSBURGH Common Core State Standards (CCSS)

“The Common Core standards represent considerable change from what states currently call for in their standards and in what they assess…[Furthermore,] they are different from what U.S. teachers report they are currently teaching.” Porter, McMaken, Hwang, and Yang Common Core State Standards: The New US Intended Curriculum Educational Researcher, 2011, 40: Packet 1: CTE Materials, page 5

© 2013 UNIVERSITY OF PITTSBURGH 1.Complexity: Regular practice with complex text and its academic language 2.Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Knowledge: Building knowledge through content rich nonfiction What questions do you have about the key shifts? 11 Common Core State Standards (CCSS) Key Shifts for ELA & Literacy *Excerpted from A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool, p. 6, Table 1, Key Instructional Shifts of the Common Core State Standards, by the Partnership of Readiness for College and Careers Transition & Implementation Institute, 2012, Washington, DC: Achieve.

© 2013 UNIVERSITY OF PITTSBURGH Who is responsible for what? SectionPagesResponsibility K-59-33Elementary Teacher 6-12 ELA34-58ELA Teacher 6-12 HST59-66Subject Matter Teacher 12

© 2013 UNIVERSITY OF PITTSBURGH Common Core State Standards (CCSS) for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects CCSS for ELA consist of Reading –Literature –Informational Text –Foundational Skills Writing –Arguments –Explanatory Text –Narratives Speaking & Listening Language CCSS for Literacy in Science and Technical Subjects consist of Reading –Informational Text Writing –Arguments –Explanatory Text 13 Course and discipline- specific content still comes from your content standards.

© 2013 UNIVERSITY OF PITTSBURGH College and Career Readiness Anchor Standards for Reading & Writing Reading (page 60) Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing (page 63) Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing 14

© 2013 UNIVERSITY OF PITTSBURGH Research Simulation Task You are going to engage in a Research Simulation Task (RST) similar to one students in your grade- band might encounter. Engage in the task as an adult rather than a K-12 student. Take 90 minutes to complete the task. Be ready to share your writing with your colleagues at XX:XX. Please take the time to fully engage in the task. This task is important because it provides a common experience as we delve into the new literacy expectations. 15

© 2013 UNIVERSITY OF PITTSBURGH Research Simulation Task Analysis

© 2013 UNIVERSITY OF PITTSBURGH Part I—Partner Work With a partner, take about 10 minutes to do the following: 1.Share and discuss your responses to the tasks by giving your partner your answer sheets and allowing him/her time to read your responses. 1.Answer the four questions a.How is this assessment different from current assessments? b.How did the Research Simulation Task (RST) relate to the Common Core State Standards (CCSS) key shifts? c.What did you have to know and be able to do to complete each task? d.What did you find challenging? 2.Review the Common Core State Standards (CCSS) for Literacy in Science and Technical Subjects reading and writing standards. 1.Identify and chart the specific standards assessed across the tasks. 17 Task Sheet Analysis of a Research Simulation Task

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Analysis of a Research Simulation Task (continued) Part II—Stand-N-Share 1.You and your partner will stand at your chart. 1.When asked, share one literacy reading or writing standard you have listed. 1.As others share, check off the identified standard (if you have it listed) OR add the identified standard (if you agree) to your chart. 1.We will continue to share, check off, and add until all pairs have exhausted their list of standards. 18

© 2013 UNIVERSITY OF PITTSBURGH Part III—Whole Group Discussion What insights did you gain from engaging in the Research Simulation Task (RST)? How does the RST exemplify the three Common Core State Standards CCSS key shifts and literacy reading and writing standards? What do you see as implications for teaching and learning in CTE? Task Sheet Analysis of a Research Simulation Task (continued) 19

© 2013 UNIVERSITY OF PITTSBURGH Reflection Take a few minutes to reflect personally and/or share with a partner what you learned from this session. 20

© 2013 UNIVERSITY OF PITTSBURGH Takeaways An understanding of the Common Core State Standards (CCSS) key shifts in literacy; the CCSS for Literacy in Science and Technical Subjects reading and writing standards; and how key shifts of CCSS for Literacy in Science and Technical Subjects are shifting expectations for CTE teaching and learning. 21

© 2013 UNIVERSITY OF PITTSBURGH Gots and Needs Think about the module takeaways and your current level of understanding for each takeaway. What messages are clear (you got it)? Use a “sticky” note to share your “Gots.” Write one “Got” per sticky note. What questions do you still have? Use a “sticky” note to share your “Needs.” Write one “Need” per sticky note. Post your “Gots” and “Needs” on the appropriate chart. 22

© 2013 UNIVERSITY OF PITTSBURGH Participant Reflection Form Take a few moments to respond to the Participant Reflection Form on page