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2. 2 New CTE Model Curriculum Standards Training and Implementation Plan 2014-2015 Roybal Learning Center Multipurpose Room 1200 W. Colton Street Los Angeles, CA 90026 Date: Saturday, February 21, 2015 Time: 9 am – 1 pm 7:45 – 8 amSecondary CTE Sign-in for Training/Workshop 8 am – 9 amSecondary CTE Business 8:45 – 9 amAdult CTE Sign-in Training/Workshop 9 amWelcome, Introductions, Logistics by Sherry Davis, CDE 9:20 amOverview of the New CTE Model Curriculum Standards (approved by California State Board of Education, January 2013) 9:45 amCCSS and CTE MCS – Tying It All Together 10:15 amNew CTE MCS – Implementing Into Your Curriculum 10:45 am **15 Minute Break!!** Be back on time for the group activity 11 am Group Activities for Implementation by Industry Sector 12 pm Question and Answers About the New CTE MCS 12:30 pmStandards for Career Ready Practice – 21 st Century Skills…. 1 pmWorkshop Evaluation –What’s Next – Closing Thank you to Marcia Vidal @ Cengage Learning for the Morning Refreshments!!

3. Goals for Training  Goal: Discuss & Demonstrate Alignment of Current CTE Course Outlines by Industry Sector to Anchor & Pathway Standards  Goal: Discuss & Demonstrate Integration of Common Core Standards with CTE Model Curriculum Standards Academic Alignment Matrix Day One – Module 2 Content & Curriculum Day One – Module 2 Content & Curriculum 3

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5. 5 The new model curriculum standards are available online at: http://www.cde.ca.gov/ci/ ct/sf/ctemcstandards.asp

6. 1. Model Curriculum Standards overview 2. Standards for Career Ready Practice 3. Knowledge & Performance Anchor Standards 4. Pathway Standards overview and integration 5. Resources & Next Steps 6

7. 7 What I already know about the CTE Model Curriculum Standards What I would like to learn about the CTE Model Curriculum Standards What I learned today about the CTE Model Curriculum Standards

8. 1. Model Curriculum Standards overview Upon completing this session, you will understand :  What are Model Curriculum Standards?  How are they structured  What is important to me? 8

9. 9 Drivers of Change Changes in industry 21 st century demands on students Common Core Standards Five areas that have shifted over the last 8 years.

10. Anchor CCSS Pathway Industry 10

11. ▶Fewer, clearer, deeper ▶Research and evidence based ▶Reasonable in scope ▶Essential, rigorous, clear, specific and coherent ▶Aligned with postsecondary and work expectations ▶Measurable 11

12. Research  Bloom’s Taxonomy (Revised)  Rigor and Relevance Framework – Bill Daggett  Knowledge Dimension - Anderson, Lorin and David Krathwohl  Depth of Knowledge - Norman L. Webb 12

13. Rigor/Relevance Framework 13

14. Knowledge Metacognitive to form a coherent whole Procedural how parts relate, find Coherence Conceptual clarify, give examples Factual recognize, recall, locate Performance Use Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine, complex problem problems multiple steps problems using multiple steps Beyond Knowledge Construct 14

15. Factual Conceptual Procedural Metacognitive AccessAdhereAnalyzeAdvocate DefineApply AssessBuild DescribeClassifyComplyCompile FindCommunicateCompareCompose IdentifyCompareContrastConstruct LabelDemonstrateDeconstructCreate ListDevelopDeduceDesign LocateDiscriminateDefendDevise Match EmployDetectFormulate Name ExplainDiagram Invent Recall ImplementDifferentiatePlan Recite Infer DiscernPredict Recognize Interpret DistinguishProduce RememberMaintain Enhance Reconstruct Retrieve Organize Evaluate Reorganize Select Participate ExperimentSynthesize StatePractice Explore Promote Illustrate Summarize Integrate Transfer Research Understand Solve Use Test 15

16. 16 A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives* PDF handout of the Model of Learning Objectives (1.7MB) If you have trouble accessing the interactive Flash-based model below, the content is available in a text-only table. http://www.celt.iastate.edu/teaching-resources/effective- practice/revised-blooms-taxonomy/

17. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and find a “green” alternative to each one 17

18. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and find a “green” alternative to each one Construct a 1/8 th scale model of a garage using only recycled materials 18

19. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and a “green” alternative to each Construct a 1/8 th scale model of a garage using only recycled materials Explain the advantages and disadvantages of using recycled building materials 19

20. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and a “green” alternative to each Construct a 1/8 th scale model of a garage using only recycled materials Explain the advantages and disadvantages of using building recycled materials Develop a wind- resistant solar carport for student parking lots and convince the school board to fund it. 20

21. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources 21

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25. OldNew Building, Trades and ConstructionBuilding and Construction Trades Finance and BusinessBusiness and Finance Information TechnologyInformation and Communications Technologies Engineering and DesignEngineering and Architecture Energy and UtilitiesEnergy, Environment, and Utilities 25

26. CTE Standards Continuum Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 26

27. ▶ Unique standards within each industry sector ▶ Organized by careers within the industry sector of similar functions, services, and work environments ▶ Rewritten using action verbs in place of “know and understand” ▶ Build from simple to complex knowledge and performance 27

28. CTE Standards Continuum Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 28

29. 1. What are you already doing? 2. What could you integrate? ! 3. What surprises you? ? 4. What standards might you need help with? 29

30. CTE Standards Continuum Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 30

31. 4. Pathway Standards Upon completing this session you will understand :  What are the Pathway Standards?  How do I integrate them in my courses? 31

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34. CTE Standards Continuum Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 34

35. 1. What are you already doing? 2. What could you integrate? ! 3. What surprises you? ? 4. What standards might you need help with? 35

36. Reminders as you review Pathway Standards: 1. The standards are not a course outline. 2. Courses need not cover every standard. 3. Course lessons should map back to a standard. 4. Some pathways have significant changes, some have minimal changes. 5. The purpose is to review the new standards and ensure your course(s) align to standards. 36

37. Option A: Start with the CTE Pathway Standards and have each teacher mark each standard according to these guidelines: M: Mark the standard with an “M” if they merely mention the content of that standard T: Mark with a “T” if they actually teach the content of that standard R: Mark the standard with an “R” if they reinforce the standard with a Key Assignment that assesses it 37

38. Education, Child Development, and Family Services Pathway Standards A1.0Recognize the essential aspects of the early childhood education, child care, and development industry and the industry’s role in state and local economies. A1.1Describe the organizational structures in early childhood education, child care, and development facilities. A1.2Explain the effect of the child care and development industry on state and local economies. A1.3Understand the interdependence of various career roles and how those roles contribute to the success of the child care and development program or work site. A1.4Research the functions and roles of the various careers in the child care and development industry. A1.5Identify the components of professionalism and how to practice professional behaviors. 38 MTRMTR Option A, Sample 1 Make marks here:

39. Health Science and Medical Technology Pathway Standards B2.0Understand the basic structure and function of the human body and relate normal function to common disorders. B2.1Know basic human body structure and function in relationship to specific care between prevention, diagnosis, pathology, and treatment. B2.2Describe basic stages of growth and development. B2.3Recognize common disease and disorders of the human body. B2.4Compare normal function of the human body to the diagnosis and treatment of disease and disorders.. 39 RTRMRTRM Option A, Sample 2 Make marks here:

40. CCSS Pathway Standards 40

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42.  Become more familiar with CCSS & MCS  Integrate CCR in lessons  Discuss revisions with colleagues & advisory  Explore collaboration with academic AND CTE colleagues  Share ideas, samples & achievements! 42

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44.  Working on your unit or lesson plans at your local sites and others in your CTE department that was not here today  Plan on a 2 nd training to continue where we left off today – bringing your revised unit or lesson plans with you to further work on or discuss how you are doing it 44

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46.  Instructional Shifts with a focus on: ◦ Literacy: Critical Reading and Writing ◦ Collaborative Learning ◦ Project-Based Learning  Instructional Strategies that address: ◦ Knowledge and Performance Anchor Standards ◦ Career Ready Practices ◦ Pathway Standards  Assessment Strategies 46

47. 47 At the end of this Module, the participant will: 1.Obtain high-yield, research-based instructional strategies to increase student engagement and achievement 2.Understand how to align instructional practice with the upgraded CTE Model Curriculum Standards 3.Evaluate assessment strategies that align to CTE Model Curriculum based lessons 4.Be empowered to lead cross-curricular collaboration

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49. Learn to Do Do to Learn 49

50. 50 How do we as CTE Educators maintain our identity as CTE, and at the same time rigorously support the core academic curriculum in our classrooms?

51.  Research-based, high-yield instructional strategies: ACHIEVEMENT  CTE contextualizes content: ENGAGEMENT  Project-Based Learning: RELEVANCE 51

52.  Conduct short, focused projects and longer term, in-depth research  Produce clear and coherent writing, whatever the selected format  Communicate research 52

53.  Lead high-level, text-based discussions  Focus on process, not just content  Create assignments for audiences outside of the classroom and with real purpose  Teach argument, not persuasion  Increase text complexity 53

54. 54 Carnegie Corporation. Writing next: Effective strategies to improve writing of adolescents in middle and high schools. 2007.

55. Engage with Complex Text Extract and Employ Evidence Build Knowledge 55

56. Thank you for your participation!! Again, Thank you to Marcia Vidal @ Cengage Learning for the Morning Refreshments!! 56