1. CCrs Quarterly meeting Literacy Standards for career and technical education
Welcome to CCRS Quarterly Meeting #1. This is the breakout session for Career and Technical Education. The content of these meetings will build throughout the year. It is very important that you join us for all four meetings to make the progression beneficial.
FACILITATOR- find out how many are teachers and how many are CTE administrators, or
other
Find out what CTE subjects they represent.

2. 2014-2015 at a glance Co-create lessons Co-create assessments
Participants will:
Co-create lessons
Co-create assessments
Look at student work
These are our outcomes for the year. Please take a minute and read them.
1. We will focus on co-creating lessons where we will determine what learning experiences our students need to reach the literacy standards.
2. In co-creating assessments we will look at how we will know if our students have met the standards.
3. Looking at authentic student work will show us what the work samples suggest that they do and don’t understand and what WE will need to do next to assist our students to gain a better understanding of the literacy standard.
What questions do you have at this point?

3. Outcomes Participants will:
Examine a plan with the end in mind as it relates to:
the prepared graduate
the final project
Unit Plans
plans of instruction (poi)
Focus on activities/Strategies that may be used to meet the standards
These are our outcomes for today’s session. Please take a minute and read them.
Today, we will concentrate on working backwards. We will look at the big picture and drill down to our daily responsibilities.
What questions do you have at this point?

4. Alabama Quality Teaching Standards
1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives
You are all here today for specific professional learning. Let’s not forget that today’s learning aligns with the Alabama Quality Teaching Standards. You may want to include some of this as part of your Professional Learning Plan for the year.
Read them and connect to what we will do today.
1.4-our work today is centered around the content standards. The instructional activities we engage in are designed to meet the literacy standards.
2.7-One purpose of CCRS is to create a supportive environment for us to learn together.
5.3- The main reason you are here today is because you are a teacher leader, and you can influence CCRS implementation in your school.

5. Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Handout: The Prepared Graduate
Allow about 30 minutes for this activity.
Let’s spend some time defining the “prepared graduate.”
Facilitators-lead them through ONE step at a time. May want to use the “Prepared Graduate” graphic organizer.
Work in groups of 3 or 4 to:
Make up a name for the faceless person.
Assuming he or she is a prepared graduate, give him or her an occupation.
Using the graphic organizer for “the prepared graduate”, make a list of HARD SKILLS (the things this person will need to KNOW how to do, to do the job) and SOFT SKILLS (the things this person needs to DO or APPLY in order to keep a job).
Brainstorm a list of skills under each heading.
Now, consider your individual subject areas, and discuss what you taught this person in your class that prepared him or her for this occupation.
As a group discuss questions not limited to- Did your subject matter directly apply? How? Did your subject matter indirectly apply? How? What is the balance of hard and soft skills? What kinds of skills are needed that were not part of your subject matter?
WHOLE GROUP- Share each “person”. What insights did you gain from this exercise?

6. Allow 30-45 minutes for this activity
Allow minutes for this activity. This is probably a good breaking point for lunch!
Handout literacy standard packet. Draw their attention to Reading Informational Text Standard # 1.
Explain that the Anchor Standard is stated at the top of the page. Point it out and read it. Clearly make the point that this Anchor standard is to be attained UPON GRADUATION.
The standards below the Anchor Standard are known as the grade level ( for ELA) and grade band (for content) standards. These standards lead up year by year to the Anchor Standard and should yield the “prepared graduate.”
Activity:
First, ask participants to read and determine the main concepts in the Anchor Standard. (read closely, determine what the text says explicitly, make logical inferences, cite textual evidence when writing or speaking, support conclusions drawn from the text)
Next, ask participants to read ONLY the grade band literacy standard for their grade and content and circle key terms and concepts. Talk about how their grade level standard is similar to the Anchor Standard—the reason it is, is because they are teaching it at the END close to graduation!!!
Next, ask them to skim ALL of the standards, beginning in Kindergarten, and circle key terms and concepts.
Discuss how the skills build at each grade level to make the level of rigor at high school possible.
Look carefully at K-6 and talk about how and when the verbs begin to change in order for students to “read closely” and “cite textual evidence”. Example, how questioning becomes more complex and less supported and then moves to REFER to QUOTE and to CITE.
Now handout the ELA Appendix D and repeat the process with standards RI.2-10 and W.1-10, using your grade band level.
Share insights with whole group.

7. LITERACY STANDARDS CONTENT & CURRICULUM
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation
LITERACY STANDARDS
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Facilitators- chart this next activity. Allow about 30 minutes.
You will need the following handouts: ELA Appendix D Reading and Writing Literacy standards and the Prepared Graduate.
After reviewing the Literacy Standards
Ask them to list the strategies/activities and literacy standards they would use to teach the skills. (strategies involving questioning should surface-examples might be Think-pair-share- in response to a leading question, talking to the text as a part of close reading, etc.) Record EVERYTHING they say.

8. LEARNING ACTIVITIES PRODUCT OF LEARNING LITERACY STANDARDS
CONTENT & CURRICULUM
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation
LITERACY STANDARDS
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
LEARNING ACTIVITIES
LEADING QUESTIONS
STUDENT RESPONSES
GRAPHICS AND VISUALS
LEARNING GROUPS
Using the “prepared graduate” handout.
Ask them to point out ALL strategies that have anything to do with questioning, generating student responses (oral or Written), graphic organizers/visual aides, and or student interaction with at least two or more students in a group by placing a √ by them.
EVERY strategy should be marked, AND some should be marked more than once!!! The purpose of this is to show that these strategy sets/activities are supported directly by the standards, AND if used daily, the literacy standards will be addressed to some degree.
This shows us how strategies/activities are the bridge from knowledge and skills to application of learning. Teachers should plan daily lessons to include these strategy sets/activities, and administrators should look for them in classrooms as to how the standards are being taught.
PRODUCT OF LEARNING

9. Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Remember that the Alabama standards are referred to as the College and Career Ready Standards in keeping with the state’s vision in Plan 20/20. This slide comes from Plan 20/20.
On the left side of the screen you find the definition of a prepared graduate….not much new here…this side stresses being able to succeed in credit bearing courses at two-year or four-year colleges, trade schools, or technical schools.
On the right side….the focus is different. Once students know something, do they know what to do with it? Can they apply their knowledge? Do they have a “mastery” of what they know that enables them to apply it to various situations. These are skills the business community wants their employees to have. The most important thing for us to note is…THIS SIDE DESCRIBES THE TYPE OF INSTRUCTION NECESSARY FOR PREPARING GRADUATES.
Notice the words in blue name the type of instruction that should be EVIDENT in classrooms by stating what students should be doing. So, if the new literacy standards are firmly in place, then we should see students engaged in collaboration with peers in problem solving, precision, and punctuality in delivery of a product in every classroom, every day.

10. Graphic/Visual Example
Handouts: EQuIP Rubric, Brochure Rubric and Sample Brochures
Now we are going to think through a lesson beginning with the end in mind. Let’s talk through this example from Travel and Tourism 1.
Column 1-First think of the unit of study you plan to teach. Review your content course of study to determine the standards that will be addressed in the unit. (By addressed, we do not mean taught to proficiency! Standards may need to occur in several units at varying degrees of rigor before students are proficient in them.)
Column 2-What product(s) will be generated by the students that will show proficiency in the selected content standards.
Column 3- What process (activities, strategies) will you incorportate into your teaching to enable students to produce the desired product(s)?
Column 4- Taking into account Columns 1, 2, and 3 what literacy standards come into play to help you carry out your plan.
Handout the EQuIP rubric and remind them of the way it was used last year.
Relate to the EQuIP rubric-once they have completed columns 3 and 4, have them take the EQuIP rubric see if all the requirements are met.
***Give participants about 30 minutes to complete Columns 3 and 4. Discuss their answers. ANSWERS WILL VARY!!! Ask participants for justifications of their answers. During this activity, allow them to reference the sample brochures and brochure rubric in their packet. **You may want to introduce them to the rubric BEFORE you begin the column activity.

11. “Homework”
Bring back the graphic/visual form completed along with student work samples.
Handout Unit Plan Graphic/ Visual
So, we have some homework before the next session.
Remember how important it is that YOU come back. These sessions build, so that consistency is critical.
Go back and try using this graphic to plan a unit of study.
Collect student work samples and bring them back to QM #2.

12. Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Remember the goal of our collective instruction across the curriculum is “the prepared graduate”!
Do you have any questions about today’s session?