1. Planning Instruction with VoCATS: Developing and Using Pacing Guides

2. Objectives Analyze the value of using pacing guides as an instructional management tool. Analyze the value of using pacing guides as an instructional management tool. Construct a pacing guide for a CTE course. Construct a pacing guide for a CTE course.

3. Pacing Guides Also known as: Annual plan Annual plan Syllabus Syllabus Curriculum alignment guide Curriculum alignment guide Others? Others?

4. Standards-based Education Is… Instruction designed to help students meet a standard. Instruction designed to help students meet a standard. For example: For example: A nurse takes a test to become an RN A nurse takes a test to become an RN An accountant takes an exam to become a CPA An accountant takes an exam to become a CPA Your students take a VoCATS test Your students take a VoCATS test They all must meet a standard. They all must meet a standard.

5. Effects of Standards-Based Education and Pacing Guides Improve student performance Improve student performance School-to-school continuity School-to-school continuity Foster greater involvement of support areas Foster greater involvement of support areas Improve instructional decision-making Improve instructional decision-making Highlight opportunities for integration Highlight opportunities for integration Reduce the achievement gap Reduce the achievement gap Provide alignment of state and national standards Provide alignment of state and national standards

6. Who Should Create Pacing Guides? All teachers in your school (or LEA) who teach the same curriculum. (courses) All teachers in your school (or LEA) who teach the same curriculum. (courses)

7. What Materials are Needed to Create Pacing Guides? Course blueprint Course blueprint Curriculum guide Curriculum guide School calendar (with testing dates) School calendar (with testing dates) Blank pacing guide Blank pacing guide Classroom item bank Classroom item bank

8. How Should Pacing Guides be Created? All teachers in your school who teach the same course should collaborate on the development of the pacing guide. All teachers in your school who teach the same course should collaborate on the development of the pacing guide. Guides should be submitted to an administrator (department chair, director, team leader) for review. Guides should be submitted to an administrator (department chair, director, team leader) for review.

9. How Should Pacing Guides be Used? Share with all appropriate partners (i.e. special needs teachers, ESL teachers, core teachers, art, music, PE, library/media, etc.) who are asked to provide support. Share with all appropriate partners (i.e. special needs teachers, ESL teachers, core teachers, art, music, PE, library/media, etc.) who are asked to provide support.

10. What Should Pacing Guides Contain? Competencies and objectives Competencies and objectives Rule: The more detail, the better; but, detail takes time Rule: The more detail, the better; but, detail takes time Include content and implementation notes Include content and implementation notes Pacing guides allow for curriculum alignment Pacing guides allow for curriculum alignment

11. Implementation/Alignment Notes Materials to be ordered in advance Materials to be ordered in advance Field trips Field trips Volunteers needed (speakers) Volunteers needed (speakers) Media required Media required Collaboration (integrated content) Collaboration (integrated content) Others? Others?

12. Pacing Guide Considerations Who is the “audience” for the pacing guide? Who is the “audience” for the pacing guide? Could some units be interdisciplinary? Could some units be interdisciplinary? In what order should the units be taught? In what order should the units be taught? How can previously taught objectives be reviewed within current units? How can previously taught objectives be reviewed within current units?

13. Pacing Guide Considerations Should review time be provided prior to the test? Should review time be provided prior to the test? What accommodations should be made for the “slow learner” or “gifted learner?” What accommodations should be made for the “slow learner” or “gifted learner?” Who will receive pacing guides? Who will receive pacing guides?

14. FIRST – Determine Possible Columns Resources Resources Video, computer lab, field trip, guest speaker, etc. Video, computer lab, field trip, guest speaker, etc. No Child Left Behind Activities No Child Left Behind Activities Reading, Writing or Math Reading, Writing or Math May choose local initiative/priority May choose local initiative/priority Performance or Product Performance or Product Assigned comprehensive unit project Assigned comprehensive unit project

15. Considerations – Before you Begin…. First year – keep it simple First year – keep it simple What are the MOST important things? What are the MOST important things? Do teachers need a “technobuddy?” Do teachers need a “technobuddy?” Data – and keeping score Data – and keeping score

16. Steps in Creating an Electronic Pacing Guide 1. Open your course blueprint in Word. 2. Select and copy the columns you want to include on your pacing guide. 3. Open Excel. 4. Paste what you copied from the blueprint. 5. Wow!

17. Steps in Creating an Electronic Pacing Guide 6. Label the additional columns you will be using. 7. Add in “Assessment” 8. Format the document to your liking 9. If you prefer, you can open it and work with it in Word

18. Evaluation Will you create and use one or more pacing guides this year? Will you create and use one or more pacing guides this year? How? How? Why? Why?