Preparing for Common Core Standards in Career and Technical Education High Schools

Preparing for Common Core Standards

in Career and Technical

Education High Schools

Instructional Implications and

Effective StrategiesAdele T. Macula, [email protected]

mailto:[email protected]

Common Core and CTE

June 26, 2012

Welcome/Introductions (9:00am)

Overview of the Common Core State Standards - Implications for Career and Technical Education (9:15– 10:50am)

ELA/Literacy MathematicsShifts ShiftsExemplars Priorities and FluenciesText-Dependent Questioning Exemplars

B r e a k ( 1 5 m i n u t e s )

Bridging Common Core and CTE (11:05am – 12noon)• Cross-Content Performance Mapping • Strategies to integrate academic and technical teachers into Professional Learning Communities.

L u n c h ( 4 5 m i n u t e s )

PARCC Update (12:50pm – 1:30pm)

Break-out Session (1:30pm-3:00pm)•Next steps, specific issues and challenges related to CTE high schools

Overview of the Day

Common Core and CTE

June 26, 2012

• During the 2014-2015 school year, students will be assessed on the Common Core standards for the first time.

• Two consortia of member states are currently developing the assessments.

• These new standards and assessments will influence the priorities, focus and sequence of instruction.

Implementing the Common Core State Standards

Common Core and CTE

June 26, 2012

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School

Officers (CCSSO).

Released June 2010

45 states, DC and 3 territories have formally adopted

www.corestandards.org

New Jersey’s State Board of Education Adopts the Common Core State Standards

Common Core and CTE

June 26, 2012

The NJ State Board of Education on June 16, 2010 adopted a resolution calling for New Jersey’s

curriculum standards to be aligned with national Common Core Standards in math and language arts

literacy.

The standards are being phased in over time, beginning with curriculum development in 2010-2011.

The State Board’s resolution “directs that school district curricula for all students be aligned with these

revised K-12 standards in mathematics and English language arts and literacy in history/social studies, science, and technical subjects,” according to the

phased-in timeline.

NJ School Board Notes, June 23, 2010

New Jersey Adopts Common Core

http://www.state.nj.us/education/sboe/

Common Core and CTE

June 26, 2012

Engaging the Career and Technical Education

(CTE) Community in Common Core State Standards

Implementation

Implementing the Common Core State Standards

Common Core and CTE

June 26, 2012Achieve Report

http://www.achieve.org/CCSS-CTE-BridgingtheDividehttp://www.careertechnj.org/policy-issues/

http://www.achieve.org/CCSS-CTE-BridgingtheDivide

1. Developing a Common Understanding of College and Career ReadinessInclude CTE leaders and business partners in efforts to create a broader view of college and career readiness.

2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation

3. Ramping up Communications and Information Sharing

Ensure that CTE representatives are part of the state, district and school team for planning and implementing the CCSS.

Implement a communications plan that specifically includes CTE administrators and instructors and uses a wide variety of communication strategies: email and listserves, informational videos, local workshops and presentations, and regional and statewide conferences.

4. Creating or Updating Curricular and Instructional Resources

Engage CTE and academic educators to update CTE standards to reflect the CCSS and create crosswalks between the new CCSS standards and existing CTE standards.

5. Enhancing Literacy and Math Strategies within CTE Instruction

6. Fostering CTE and Academic Teacher Collaboration

Launch new or build upon existing professional development activities to help CTE teachers integrate literacy and math strategies in their CTE classrooms.

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.

7. Establishing Expectations for and Monitoring CCSS Integration into CTE


Establish clear expectations for CCSS integration into CTE by including references to the CCSS in annual funding applications, continuous improvement planning, CTE teacher qualifications and criteria for local monitoring visits.

Ensure that postsecondary CTE is also included in outreach and implementation planning.

Common Core and CTE

June 26, 2012


Fewer - Clearer - Higher

• Aligned to requirements for College and Career Readiness

• Based on evidence

• Honest about time

CCSS DESIGN

Common Core Standards Design

Common Core and CTE

June 26, 2012


2 categories:

1. COLLEGE AND CAREER READINESS STANDARDS• what students are expected to learn when they have graduated

from high school

2. K-12 STANDARDS • English Language Arts and Literacy in History/Social Studies,

Science, and Technical Subjects • Mathematics

CCSS DESIGN: ELA/Literacy and Math

Common Core and CTE

June 26, 2012What the Standards do NOT define:

• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• The interventions needed for students well below

grade level• The full range of support for English language

learners and students with special needs• Everything needed to be college and career ready


Common Core and CTE

June 26, 2012

The goal of ensuring that all students graduate from high school ready for college, careers and life has taken hold in every state across the nation.

Yet all too often, the focus on “college readiness” and “career readiness” remains in two distinct silos, even though there is little question that reading, writing, communications and mathematical reasoning are all core skills for success in postsecondary education, in the workplace and for citizenship and that educators across all disciplines should help students develop, deepen and refine these core skills.

Common Core and CTE

June 26, 2012

As states are working to align their education systems with the Common Core State Standards (CCSS) in support of the goal of graduating all students ready for college, careers and life, academic and career and technical education (CTE) leaders at the state and local levels can and should maximize this opportunity to finally break down the silos between their disciplines and collectively find ways to ensure that the new standards rigorously engage all students in both academic and CTE courses.

Right now, the moment is here, and the opportunity is clear:

Common Core and CTE

June 26, 2012

How CTE Administrators and Teachers Can Lead

Effective Implementation

Planning,

communicating

and collaborating

must begin now.

Evolutionary

rather than

revolutionary.

Build

instructional

capacity within

your system.

A Plan and a Process

Common Core State Standards

www.corestandards.orgwww.corestandards.org

ENGLISH LANGUAGE ARTS

andLiteracy in History/Social

Studies, Science, and Technical Subjects

www.achievethecore.org

Common Core and CTE

June 26, 2012ELA/Literacy: 3 shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language


http://www.achievethecore.org/

Common Core and CTE

June 26, 2012

Common Core and CTE

June 26, 2012

Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.

They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.


ELA/Literacy

Common Core and CTE

June 26, 2012CTE and the Common Core

•Implementation of CCSS affects instructional materials, curricula, professional development and assessment.

•There is potential opportunity for CTE educators to share their expertise around problem-based learning and the application of content to their colleagues in mathematics, English and other disciplines.

Common Core and CTE

June 26, 2012

College and Career Readiness (CCR) Anchor Standards

• Broad expectations consistent across grades and content areas

• Based on evidenceabout college andworkforce trainingexpectations

• Range and content

Gr. 6-12

Pg. 35


Common Core and CTE

June 26, 2012


ELA/Literacy

Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on

students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework

Range of reading and level of text complexity(standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range

of genres and subgenres

Common Core and CTE

June 26, 2012

Reading Anchor Standard #3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.(Pg. 38)

Gr. 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).

Gr. 9-10: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

(Pg. 36)Gr. 8: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.

Gr. 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Gr. 6: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution.

CCR ANCHOR Standard for Reading (Literature)

Common Core and CTE

June 26, 2012


ELA/Literacy

K−12 standards

• Grade-specific end-of-year expectations

• Developmentally appropriate cumulative progression of skills and understandings

• One-to-one correspondence with CCR standards

Common Core and CTE

June 26, 2012Key Advances

Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary



Common Core and CTE

June 26, 2012


ELA/Literacy

Common Core and CTE

June 26, 2012


ELA/Literacy

Common Core and CTE

June 26, 2012


ELA Unit Exemplar

A Close Reading of

Lincoln’s Gettysburg Address


Pg. 58

Common Core and CTE

June 26, 2012


Key Points – CCR Anchor Standards for Writing

WRITINGWriting types/purposes (standards 1−3)

•Writing arguments•Writing informative/explanatory texts•Writing narratives

•Strong and growing across-the-curriculum emphasis on students •writing arguments and informative/explanatory texts

•Aligned with NAEP Writing framework

Common Core and CTE

June 26, 2012


WRITING (continued)Production and distribution of writing (standards 4−6)

•Developing and strengthening writing•Using technology to produce and enhance writing

Research (standards 7−9)•Engaging in research and writing about sources

Range of writing (standard 10)•Writing routinely over various time frames

Key Points – CCR Anchor Standards for Writing

Common Core and CTE

June 26, 2012


Common Core and CTE

June 26, 2012CCR ANCHOR Standard for Writing

Writing Anchor Standard #8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Gr. 11-12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Gr. 9-10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering

the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Gr. 7 & 8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Gr. 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


Common Core and CTE

June 26, 2012


Writing Exemplars

•Adopting a School Dress Code

•Wood Joints

•TIG/GTAW Welding

Common Core and CTE

June 26, 2012


SPEAKING and LISTENING

SPEAKING AND LISTENINGComprehension and collaboration (standards 1−3)

Day-to-day, purposeful academic talk in one-on-one,small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6)Formal sharing of information and concepts, including through the use of technology

MEDIA and TECHNOLOGY•Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

Common Core and CTE

June 26, 2012


Literacy in Content Areas

Standards for reading and writing in history/social studies, science, and technical subjects

•Progressions built Grades 6-12•Complement rather than replace content standardsin those subjects•Responsibility of teachers in those subjects

Alignment with college and career readinessexpectations

Overview of Standards for History/Social Studies, Science, and Technical Subjects


Reading Standards for History/Social Studies, Science, and Technical Subjects• Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts

presented in maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects• Write arguments on discipline-specific content and

informative/explanatory texts• Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

Overview of Standards for History/Social Studies, Science, and Technical Subjects

Source: Indiana Dept. of Education


Common Core and CTE

June 26, 2012


ELA Appendices

AppendicesAppendix A:Research Supporting Key Elements of the Standards

Glossary of Key Terms

Appendix B: Text Exemplars andSample Performance Tasks

Appendix C: Samples of Student Writing

Common Core and CTE

June 26, 2012


•Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. [RH.11–12.7]

• Students analyze the hierarchical relationships between phrase searches and searches that use basic Boolean operators in Tara Calishain and Rael Dornfest’s Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition.[RST.11–12.5]

• Students analyze the concept of mass based on their close reading of Gordon Kane’s “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. [RST.11–12.1]

• Students determine the meaning of key terms such as hydraulic, trajectory, and torque as well as other domain-specific words and phrases such as actuators, antilock brakes, and traction control used in Mark Fischetti’s “Working Knowledge: Electronic Stability Control.” [RST.11–12.4]

Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects (Grade 11)

Common Core and CTE

June 26, 2012


Publishers’ Criteria

DOCUMENT ORGANIZATION

2 Parts: (ELA & History/SS, Science, and Technical Subjects)

Each part contains following key criteria:I. Key Criteria for Text SelectionII. Key Criteria for Questions and TasksIII. Key Criteria for Academic VocabularyIV. Key Criteria for Writing to Sources and Research

The criteria for ELA materials in grades 3-12 have one additional section:V. Additional Key Criteria for Student Reading, Writing, Listening,

and Speaking

Common Core and CTE

June 26, 2012


What Can Be Done This Year?

1. Teachers are aware of and understand the shifts required to implement the Common Core Standards in ELA/Literacy.

2. Teachers can identify, evaluate and develop text-dependent (evidentiary) questions.

3. Teachers begin reviewing existing materials to develop text-dependent questions.

Common Core and CTE

June 26, 2012


Starting with Good Questions

1. A Guide to Creating Text Dependent Questions for Close Analytic Reading

2. Criteria for Evaluating a Set of Questions/Each Question in a Set

Common Core and CTE

June 26, 2012

Where is my school, district or classroom in the implementation process?

Taking a “snapshot”…

Just beginning? Developing practices? Full plan?

ELA/LITERACY

Common Core State Standards

MATHEMATICS

www.corestandards.orgwww.corestandards.org

Common Core and CTE

June 26, 2012M

•Focus and Coherence

•A few key topics at each grade level

•Progressions across grade levels: some content may have been moved to a different grade

•Domain and code

•Standards for Content and Standards for Practice


MATHEMATICS

Common Core and CTE

June 26, 2012M


MATHEMATICS

8 Standards for Mathematical Practice:

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Common Core and CTE

June 26, 2012M


MATHEMATICS

Standards for Mathematical Content

•K-8 standards presented by grade level•Organized into domains that progress over several grades•Grade introductions give 2–4 focal points at each grade level•High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Mathematics Standards Learning Progressions by Grade Level

Common Core and CTE

June 26, 2012MATH – 3 shifts


1. Focus: Focus strongly where the standards focus

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil/paper) 3 Multiply/divide within 100 Add/subtract within 1000

4 Add/subtract within 1,000,000 5 Multi digit multiplication ‐6 Multi digit division ‐Multi digit decimal operations ‐7 Solve px + q = r, p(x + q) = r 8 Solve simple 2X2 systems by inspection

Source: www.achievethecore.org

Required Grade LevelMath

Fluencies

Common Core and CTE

June 26, 2012Priorities in MATH


Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Common Core and CTE

June 26, 2012Algebra – Grade 8


Graded ramp up to Algebra in Grade 8Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8•Expressions and Equations

•Work with radicals and integer exponents.•Understand the connections between proportional

relationships, lines, and linear equations.•Analyze and solve linear equations and pairs of simultaneous linear equations.

•Functions• Define, evaluate, and compare functions.• Use functions to model relationships between quantities.

Common Core and CTE

June 26, 2012


You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered.” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i.e. one standard) at a time. They promise their customers(the taxpayers) that by the end of the year they will have “covered” the standards.

Excerpt from The Structure is the StandardsPhil Daro, Bill McCallum, Jason Zimba

Common Core and CTE

June 26, 2012High School Math Standards


The high school standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and an ability to apply mathematics to novel situations, as college students and employees regularly do.

Standards indicated with a (+) are beyond the college and career readiness level but are necessary to take advanced mathematics courses such as calculus, advanced statistics, or discrete mathematics.

Common Core and CTE

June 26, 2012High School – Conceptual Themes


•Number and Quantity•Algebra•Functions•Modeling•Geometry•Statistics and Probability

The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

Common Core and CTE

June 26, 2012Modeling


The high school standards emphasize mathematical modeling—the use of mathematics and statistics to analyze empirical situations, understand them more fully, and make better decisions. For example, the standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.

Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”

Algebra Overview


Look at…Math Appendix, page 15 to 27…Algebra 1 Units and Course Content

Functions Overview


Geometry Overview

Statistics and Probability Overview

Number and Quantity Overview

Appendix



Appendix – Page 6

Common Core and CTE

June 26, 2012

New Jersey and Achieve… Pilot Project - Math and Health Sciences

Achieve and NASDCTE have joined to pilot a process in which secondary and postsecondary educators develop and evaluate instructional tasks that demonstrate how high school mathematics expectations can be applied using Career Technical Education (CTE) content.

The work with NJ mathematics and health science teachers has been ongoing, and future plans for using the protocol are being developed.

Common Core and CTE

June 26, 2012What Can Be Done This Year?

• Teachers are aware of and understand the shifts required to implement the Common Core Standards in mathematics.

• Teachers identify the major work for the grade.

• Teachers begin reviewing existing materials to prepare for focus.

achievethecore.org

Common Core and CTE

June 26, 2012




MATH

Common Core and CTE

June 26, 2012CCSS: 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.

Common Core and CTE

June 26, 2012

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 www.careertech.org/career-clusters/cctc

Common Core and CTE

June 26, 2012 Performance-Based Curriculum Integration

Integration Continuum

Common Core and CTE

June 26, 2012Curriculum Maps – HOW IT IS

Common Core and CTE

June 26, 2012

Common Core and CTE

June 26, 2012Curriculum Maps – HOW IT SHOULD BE

Common Core and CTE

June 26, 2012Performance Maps Across Subjects

Common Core and CTE


Common Core and CTE


Common Core and CTE


Common Core and CTE

June 26, 2012Putting Together an Effective Team

Common Core and CTE

June 26, 2012Professional Learning Communities

CCSS

PLCs

ISL!

Organizing and sustaining a PLC:•Establish a school’s baseline performance•Set goals•Plan future initiatives •Evaluate efforts toward collaboration and joint decision-making.

Getting Started: Reculturing Schools to Become Professional Learning Communities

Robert Eaker, Richard DuFour and Rebecca DuFour

ImprovedStudent Learning

Common Core and CTE

June 26, 2012PLCs…an effective PD system

Schools should strive to establish a strong ongoing professional development system

that provides every teacher with the confidence and pedagogical knowledge

capacity needed to improve their literacy and mathematics teaching and their judgments

on the assessing of student learning.

Virtual Professional Learning Communities

CTE Practices in PennsylvaniaPACTA website www.careertechpa.org

[email protected]

Common Core and CTE

June 26, 2012

The Capacity of a PLC: Four Interconnected Factors

Student LearningThe primary goalof any learningcommunity—

improving student

learning—is limited

only by a school’sability to

establish newstructures,

improvecommunication,enhance teacher

learning, anddevelop

collectiveintelligence.

New Structures and ProceduresHighly functioning learning teams have formalized, collaborative ways of identifying essential learning goals, assessing the extent to which students have mastered those learning goals, and responding to differentiated student needs. Establishing structured procedures for each of these processes is essential for efficient collaboration.

Improved CommunicationTeaching has long been defined by isolation. Educators have worked alone to address the needs of their students and rarely looked beyond their own classrooms. Schools functioning as PLCs see teachers engaged in frequent conversations, using communication to build shared understanding about teaching and learning. This collaborative work is built upon established systems for communication within and across learning teams.

Enhanced Teacher LearningThe most effective learning communities are defined by a spirit of reflection, an action orientation, and a focus on “collective inquiry” (DuFour, DuFour, & Eaker, 2008). Teachers are continuously revisiting their instruction together, working to tailor practices to match the individual needs of the student population they serve. Instructional capacity improves as teachers share ideas across classrooms and as they experience systematic training in action research.

Collective Ownership and IntelligenceTeachers take ownership of all students and respond as a collective entity to challenges and opportunities. They make efforts to identify and then amplify instructional practices that work—and to eliminate those that are ineffective. Teams create warehouses of best practices that all members of a faculty can draw from to develop an understanding of student needs.

Building a PLC at Work. 2010 Solution Tree Press

Common Core and CTE

June 26, 2012PD…PLCs…CCSS

PD within a

PLC

CCCS Implementation

The paradigm for teacher professional development has shifted in this decade to become a professional collaborative activity.

Types of Learning Communities•Study Groups (Departmental Meetings)•Action Research Teams (Task Force Committees)•Communities of Practice (Mentors)•Conversation Circles•Communicating Online (Videoconferencing, Webinars)

Common Core and CTE

June 26, 2012




PLCs

Common Core and CTE

June 26, 2012PARCC

Common Core and CTE

June 26, 2012

Partnership for Assessment of Readiness for College and Careers (PARCC)

Governing Board States Participating States

Common Core and CTE

June 26, 2012PARCC Goals

1. Create high-quality assessments.

2. Build a pathway to college and career readiness for all students.

3. Support educators in the classroom.

4. Develop 21st century, technology-based assessments.

5. Advance accountability at all levels.

Common Core and CTE

June 26, 2012

• To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.

• Two summative, required assessment components designed to• Make “college- and career-readiness” and “on-track” determinations• Measure the full range of standards and full performance continuum• Provide data for accountability uses, including measures of growth

• Two non-summative, optional assessment components designed to • Generate timely information for informing instruction, interventions, and

professional development during the school year• An additional third non-summative component will assess students’ speaking

and listening skills

PARCC Assessment Components

Common Core and CTE

June 26, 2012Goal 1: High Quality Assessments

The PARCC assessments will allow us to make important claims about students’ knowledge and skills.

• In English Language Arts/Literacy, whether students:• Can Read and Comprehend Complex Literary and

Informational Text• Can Write Effectively When Analyzing Text• Have Attained Overall Proficiency in ELA/literacy

• In Mathematics, whether students:• Have Mastered Knowledge and Skills in Highlighted

Domains (e.g. domain of highest importance for a particular grade level – number/ fractions in grade 4; proportional reasoning and ratios in grade 6)

• Have Attained Overall Proficiency in Mathematics

Common Core and CTE

June 26, 2012PARCC Refined Assessment Design

English Language Arts/Literacy and Mathematics, Grades 3-11

Flexible

Performance-BasedAssessment (PBA)

• Extended tasks• Applications of concepts

and skills

End-of-Year Assessment

• Innovative, computer-based items

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD

Mid-Year Assessment• Performance-based• Emphasis on hard-to-

measure standards• Potentially summative

Performance-BasedAssessment (PBA)

• Extended tasks• Applications of concepts

and skills

Summative,Required assessment

Non-summative, optional assessment

Speaking And

Listening

Common Core and CTE

June 26, 2012Evidence-Centered Design (ECD)

Claims

Design begins with the inferences (claims) we want to make about studentsDesign begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Task Models

Tasks are designed to elicit specific evidence from students in support of claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability

of year-to year results, and increase efficiencies/reduce costs.

Common Core and CTE

June 26, 2012

Goal #2: Build a Pathway to College and Career Readiness for All Students

K-2 3-8 High School

SUCCESS IN FIRST-YEAR,

CREDIT-BEARING, POST-

SECONDARY COURSEWORK

K-2 formative assessment

being developed,

aligned to the PARCC system

Timely student achievement data showing students, parents and educators

whether ALL students are on-track to college and career

readiness

College readiness score to identify who

is ready for college-level coursework

Targeted interventions &

supports:•12th-grade bridge courses• PD for educators

ONGOING STUDENT SUPPORTS/INTERVENTIONS

Common Core and CTE

June 26, 2012

Goal #3: Support Educators in the Classroom

K-12 Educator

INSTRUCTIONAL TOOLS TO SUPPORT IMPLEMENTATION

PROFESSIONAL DEVELOPMENT MODULES

TIMELY STUDENT ACHIEVEMENT DATA

EDUCATOR-LED TRAINING TO SUPPORT “PEER-TO-PEER” TRAINING

Common Core and CTE

June 26, 2012

Goal #4: Develop 21st Century, Technology-Based Assessments

PARCC’s assessment will be computer-based and leverage technology in a range of ways:Item Development

• Develop innovative tasks that engage students in the assessment process

Administration• Reduce paperwork, increase security, reduce shipping/receiving &

storage• Increase access to and provision of accommodations for SWDs and ELLs

Scoring• Make scoring more efficient by combining human and automated

approaches

Reporting• Produce timely reports of students performance throughout the year to

inform instructional, interventions, and professional development

Common Core and CTE

June 26, 2012

Goal #4: Develop 21st Century, Technology-Based Assessments

PARCC assessments will be purposefully designed to generate valid, reliable and timely data, including measures of growth, for various accountability uses including:

• School and district effectiveness

• Educator effectiveness

• Student placement into college-credit bearing courses

• Comparisons with other state and international benchmarks

PARCC assessments will be designed for other accountability uses as states deem appropriate

PARCC TimelineCommon Core

and CTEJune 26, 2012

www.parcconline.org

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels

PARCC “Model Content Frameworks”Common Core


www.parcconline.org


Breakout SessionCommon Core


Principals of Career Academiesand

Principals of Traditional Technical High Schools

Next Steps

Specific issues and challenges related to their schools

Collaborations and Partnerships

Common Core and CTE

June 26, 2012Achieve Report Recommendations

1. Developing a Common Understanding of College and Career Readiness

2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation

3. Ramping up Communications and Information Sharing

4. Creating or Updating Curricular and Instructional Resources

5. Enhancing Literacy and Math Strategies within CTE Instruction


7. Establishing Expectations for and Monitoring CCSS Integration into CTE

8. Involving Postsecondary CTE in CCSS Implementation

Documents

Preparing for Common Core Standards in Career and Technical Education High Schools