95
1 Setting a New Standard for Career Technical Education Presented by Russell Weikle, Director Carolyn Zachry, Ed.D., Education Programs Consultant Career and College Transition Division California Department of Education

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Information on the revised CTE Model Curriculum Standards with a focus on the Standards for Career Ready Practices.

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Page 1: Extreme makeover cte standards edition acsa nov 2013 compressed

1

Setting a New Standard for Career Technical

EducationPresented by

Russell Weikle DirectorCarolyn Zachry EdD Education Programs Consultant

Career and College Transition DivisionCalifornia Department of Education

2

3

New Model CTE Standards

Fewer clearer deeper Research and evidence based Reasonable in scope Essential rigorous clear specific

and coherent Aligned with postsecondary and

work expectations Measurable

CTE Standards are a tool to

Foster the Career Readiness of all students Support mastery of essential employability skills

and rigorous academic content Develop a highly skilled and educated workforce

which contributes to economic prosperity Support a seamless transition to postsecondary

education andor career entry Improve student achievement Put knowledge into practice

Research Bloomrsquos Taxonomy (Revised) Rigor and Relevance Framework ndash

Bill Daggett Knowledge Dimension - Anderson

Lorin and David Krathwohl Depth of Knowledge - Norman L

Webb

Foundation for Standards Development

5

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 2: Extreme makeover cte standards edition acsa nov 2013 compressed

2

3

New Model CTE Standards

Fewer clearer deeper Research and evidence based Reasonable in scope Essential rigorous clear specific

and coherent Aligned with postsecondary and

work expectations Measurable

CTE Standards are a tool to

Foster the Career Readiness of all students Support mastery of essential employability skills

and rigorous academic content Develop a highly skilled and educated workforce

which contributes to economic prosperity Support a seamless transition to postsecondary

education andor career entry Improve student achievement Put knowledge into practice

Research Bloomrsquos Taxonomy (Revised) Rigor and Relevance Framework ndash

Bill Daggett Knowledge Dimension - Anderson

Lorin and David Krathwohl Depth of Knowledge - Norman L

Webb

Foundation for Standards Development

5

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 3: Extreme makeover cte standards edition acsa nov 2013 compressed

3

New Model CTE Standards

Fewer clearer deeper Research and evidence based Reasonable in scope Essential rigorous clear specific

and coherent Aligned with postsecondary and

work expectations Measurable

CTE Standards are a tool to

Foster the Career Readiness of all students Support mastery of essential employability skills

and rigorous academic content Develop a highly skilled and educated workforce

which contributes to economic prosperity Support a seamless transition to postsecondary

education andor career entry Improve student achievement Put knowledge into practice

Research Bloomrsquos Taxonomy (Revised) Rigor and Relevance Framework ndash

Bill Daggett Knowledge Dimension - Anderson

Lorin and David Krathwohl Depth of Knowledge - Norman L

Webb

Foundation for Standards Development

5

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 4: Extreme makeover cte standards edition acsa nov 2013 compressed

CTE Standards are a tool to

Foster the Career Readiness of all students Support mastery of essential employability skills

and rigorous academic content Develop a highly skilled and educated workforce

which contributes to economic prosperity Support a seamless transition to postsecondary

education andor career entry Improve student achievement Put knowledge into practice

Research Bloomrsquos Taxonomy (Revised) Rigor and Relevance Framework ndash

Bill Daggett Knowledge Dimension - Anderson

Lorin and David Krathwohl Depth of Knowledge - Norman L

Webb

Foundation for Standards Development

5

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 5: Extreme makeover cte standards edition acsa nov 2013 compressed

Research Bloomrsquos Taxonomy (Revised) Rigor and Relevance Framework ndash

Bill Daggett Knowledge Dimension - Anderson

Lorin and David Krathwohl Depth of Knowledge - Norman L

Webb

Foundation for Standards Development

5

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 6: Extreme makeover cte standards edition acsa nov 2013 compressed

Beyond Knowledge Construct

6

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK1

DOK2

DOK3

DOK4

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 7: Extreme makeover cte standards edition acsa nov 2013 compressed

Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct

Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate

Plan Recite Infer Discern Predict Recognize Interpret Distinguish

Produce Remember Maintain Enhance

Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment

Synthesize State Practice Explore

Promote Illustrate

Summarize Integrate Transfer Research Understand Solve Use Test

Verbs used in MCS development

13

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 8: Extreme makeover cte standards edition acsa nov 2013 compressed

Beyond Knowledge Construct

8

Metacognitive

form a coherent whole

Procedural

How parts relate find coherence

Conceptual

clarify give examples

Factual

recognize recallLocate

Knowledge

Performance

Use

One-step process to solve a routine problem

DOK1

Apply

Multi-step process to solve routine problems

Solve

Non-routine problems using multiple steps

Create

Solutions to real world non-routine complex problems using multiple steps

DOK2

DOK3

DOK4

List 15 building products and find a ldquogreenrdquo alternative to each one

Construct a 18th scale model of a garage using only recycled materials

Explain the advantages and disadvantages of using recycled building materials

Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 9: Extreme makeover cte standards edition acsa nov 2013 compressed

Structure of Model Curriculum Standards

9

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 10: Extreme makeover cte standards edition acsa nov 2013 compressed

CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

10

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 11: Extreme makeover cte standards edition acsa nov 2013 compressed

Video21st Century Skills How Do We Get There

11

>

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 12: Extreme makeover cte standards edition acsa nov 2013 compressed

The developers of the CCSSasked this question

What will our high school graduating students need to know and be able to do in order to be successful in college or entering into the work force

12

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 13: Extreme makeover cte standards edition acsa nov 2013 compressed

In answer to this question Thirty-two statements regarding reading

writing speaking and listening and the proper use of language were crafted

These statements became the ANCHORS for the English Language Arts standards

13

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 14: Extreme makeover cte standards edition acsa nov 2013 compressed

Staircase of Complexity

The standards are designed from College and Career Life-Long Transfer Goals called Anchor Standards and backwards mapped all the way down to kindergarten

14

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 15: Extreme makeover cte standards edition acsa nov 2013 compressed

Rigorous CTE Courses Reflect CCSS Learning Expectations

Clearer fewer higher aligned to

college and career expectations

Solve challenging and complex problems

Design student tasks that rigorous

and relevant

15

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 16: Extreme makeover cte standards edition acsa nov 2013 compressed

Big Ideas Lead to Deeper Understanding

CA-97Isolated Skills

CCSS CTESkills Organized Around Big

Ideas

Source Tools for the Common Core (httpcommoncoretoolsme20120216the-structure-is-the-standards)

16

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 17: Extreme makeover cte standards edition acsa nov 2013 compressed

helliplike trying to understand a car by studying its parts in isolation

17

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 18: Extreme makeover cte standards edition acsa nov 2013 compressed

College and Career Ready Anchor Standards

18

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 19: Extreme makeover cte standards edition acsa nov 2013 compressed

Rigor and Relevance Connects CTE and CCSS

CCSS CTE standards focus on rigorous and relevant curriculumapplication of knowledge and skills and

interdisciplinary activities

19

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 20: Extreme makeover cte standards edition acsa nov 2013 compressed

New Standards- Whatrsquos Different

Industry amp Pathway Updates

Anchor Standards-

CCSS Relationship

CCSS Alignment Matrices

Career Ready Practices

20

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 21: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice

What ALL students need to know and understand

Career Technical Education ContinuumStandards

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students need

to know and performIndustry Sector

AnchorWhat CTE students need to know

and performAdapted from the Common Career Technical Education Core

Deliberate alignment with Common Core ELA

Incidental alignment with Common Core NGSS and State HistorySoc Studies

bull Intended as a goal for ALL students eitherbull Prior to entering a Career Technical Education

pathway

bull Integrated in a Career Technical Education pathway

bull Integrated into other coursework in preparation to meet career and college readiness

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 22: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice Adapted from the National Career Technical

Common Core

Align with Skills for the 21st Century

Describe the fundamental knowledge and skills needed to be ready for careers AND college

Adapted from the National Common Career Technical Core

Not exclusive to a career pathway CTE program of study a particular discipline or grade level

22

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 23: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice Increase in complexity and expectation as student

advance through a program of study

Are taught and reinforced in all career exploration or career preparation programs or integrated into core curriculum

For ALL students not just CTE students

23

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 24: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice

Career Ready Practices describe the fundamental career ready

knowledge and skills a career ready student needs to prepare for

transition to postsecondary education career training or the workforce These

practices are not exclusive to a career pathway a Career

Technical Education (CTE) program of study a particular discipline or level of

education Career Ready Practices are taught and reinforced in all career

exploration and preparation programs with increasingly higher

levels of complexity and expectation as a student advances through

a program of study Career Ready practices are a valuable resource

to CTE and academic teachers designing curricula and hellip

24

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 25: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice1 Apply appropriate technical skills and academic

knowledge2 Communicate clearly effectively and with

reason3 Develop an education and career plan aligned

to personal goals4 Apply technology to enhance productivity5 Utilize critical thinking to make sense of

problems and persevere in solving them6 Practice personal health and understand

financial literacy

25

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 26: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice (continued)

7 Act as a responsible citizen in the workplace and the community

8 Model integrity ethical leadership and effective management

9 Work productively in teams while using culturalglobal competence

10 Demonstrate creativity and innovation11 Employ valid and reliable research strategies12 Understand the environmental social and

economic impacts of decisions

26

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 27: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice

27

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 28: Extreme makeover cte standards edition acsa nov 2013 compressed

3 Develop an education and career plan aligned to personal goals

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals They recognize the value of each step in the educational and experiential process and that nearly all career paths require ongoing education and experience to adapt to practices procedures and expectations of an ever changing work environment They seek counselors mentors and other experts to assist in the planning and execution of education and career plans

Standards for Career Ready Practice Example

28

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 29: Extreme makeover cte standards edition acsa nov 2013 compressed

Personalized Learning and Individual Learning PlansStudent Learning Plans

When Implemented Wellhelliphellip

Addresses Career Postsecondary and Life Goals Informed by Career and Self Exploration prior to

High School Motivates all students to ldquoown their own learningrdquo Can increase engagement of students teachers

support personnel parents and community when implemented well

Positive impact on school climate Improve academic performance attendance

graduation rates Optional modes of delivery extra-curricular class-

based ldquoadvisoryrdquoschool counselor29

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 30: Extreme makeover cte standards edition acsa nov 2013 compressed

30

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 31: Extreme makeover cte standards edition acsa nov 2013 compressed

Review the Standards for Career Ready Practice

1 What you are already doing 2 What you could integrate

3 What surprises you

4 What standards might you need help with

31

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 32: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice

How can all teachers integrate the Standards for Career Ready Practice in their core subjects

30 seconds

Think Pair Share

32

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 33: Extreme makeover cte standards edition acsa nov 2013 compressed

Student Outcomes 100 Students Start 9th grade

51 are on a ldquocollege preprdquo track75 graduate from high school51 enter college

38 need remediation26 graduate college

College Completion Toolkit U S Department of Education March 2011

33

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 34: Extreme makeover cte standards edition acsa nov 2013 compressed

3

2

34

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 35: Extreme makeover cte standards edition acsa nov 2013 compressed

Defining Career Readiness

California has not to date adopted a statewide definition of ldquocareer readinessrdquo

In Building Blocks for Change What it Means to be Career Ready (2012) the Career Readiness Partner Council a national coalition of leaders from national education and workforce organizations defined a ldquocareer-ready personrdquo as one who ldquoeffectively navigates pathways that connect education and employment to achieve a fulfilling financially-secure and successful careerrdquo

35

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 36: Extreme makeover cte standards edition acsa nov 2013 compressed

Local Educational Agencies (LEAs) Comparison Information

Number of LEAs serving grades 9th-12th Graders

Number of LEAs Receiving Perkins Funding

82 of LEAs serving students in grades 9ndash12 received Perkins funding in the 2011ndash12 school year

Career Education in California

Number of LEAs serving grades 9ndash12

Number of LEAs Receiving Perkins Funding

0

50

100

150

200

250

300

350

400

450

36

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 37: Extreme makeover cte standards edition acsa nov 2013 compressed

CTE Student Enrollment

Career Education in California

Total 9ndash12 Enrollment Total 9ndash12 CTE Enrollment0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000

45 of students in grades 9ndash12 were enrolled in a CTE class in the 2011ndash12 school year

37

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 38: Extreme makeover cte standards edition acsa nov 2013 compressed

Career Education in California

Agricu

lture

and

Nat

ural

Resou

rces

Arts M

edia

and

Ent

erta

inmen

t

Buildin

g Tra

des

and

Const

ruct

ion

Educa

tion

Chil

d Dev

elopm

ent

and

Family

Ser

vices

Energ

y an

d Utili

ties

Engine

ering

and

Des

ign

Fashio

n an

d In

terio

r Des

ign

Financ

e an

d Bus

iness

Health

Scie

nce

and

Med

ical T

echn

ology

Hospit

ality

Tou

rism

and

Rec

reat

ion

Info

rmat

ion T

echn

ology

Man

ufac

turin

g an

d Pro

duct

Dev

elopm

ent

Mar

ketin

g Sale

s an

d Ser

vice

Public

Ser

vices

Trans

porta

tion

0

20000

40000

60000

80000

100000

120000

140000

160000

CTE Course Enrollment by Industry Sector

2011ndash12 CTE student en-rollment = 892788

38

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 39: Extreme makeover cte standards edition acsa nov 2013 compressed

Data Collected for Perkins Reporting

Career Education in California

Partic

ipant

s

Conce

ntra

tors

Grade

12

Conce

ntra

tors

Grade

12

ELA P

rofic

entA

dvan

ced

Grade

12

Mat

h Pro

ficen

tAdv

ance

d

Grade

12

Conce

ntra

tors

C o

r bet

ter

Grade

12

Cncen

trato

rs G

radu

ates

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

39

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 40: Extreme makeover cte standards edition acsa nov 2013 compressed

Standards for Career Ready Practice

What ALL students need to know and understand

Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

ContinuumStandards

Industry Sector Anchor

What CTE students need to know and perform

bull Drawn frombull Preparing Students for the 21st Century Economy (American

Association of Colleges of Teacher Education and Partnership for the 21st Century)

bull Skills and Assessments What Business Wants (American Association of Colleges and Universities and Peter D Hart Research Associates Inc)

bull Importance of Skills and Knowledge for College and Career Readiness (MetLife Survey of The American Teacher)

bull Are They Really Ready to Work (Employersrsquo Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce)

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 41: Extreme makeover cte standards edition acsa nov 2013 compressed

41

CTE Anchor Standards 10 ndash 110

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 42: Extreme makeover cte standards edition acsa nov 2013 compressed

42

bull Build on the Standards for Career Ready Practice

bull Common across the 15 industry sectors

bull Apply to all pathways within a specific industry sector

bull Anchor Standard 1 Academics guides users to the sector specific core academic standards related to each industry sector which are listed in the Alignment Matrix located at the end of each sector section

bull Anchor standards 2-10 are deliberately aligned to one of the Common Core English Language Arts standards

bull Anchor Standard 11 Demonstration and Application highlights classroom laboratory and workplace learning specific to the individual sector and pathways

CTE Anchor Standards

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 43: Extreme makeover cte standards edition acsa nov 2013 compressed

43

CTE Anchor Standards

1 ACADEMICS

2 COMMUNICATIONS

3 CAREER PLANNING amp MANAGEMENT

4 TECHNOLOGY

5 PROBLEM SOLVING amp CRITICAL THINKING

6 HEALTH amp SAFETY

7 RESPONSIBILITY amp FLEXIBILITY

8 ETHICS amp LEGAL RESPONSIBILITIES

9 LEADERSHIP amp TEAMWORK

10 TECHNICAL KNOWLEDGE amp SKILLS

11 DEMONSTRATION amp APPLICATION

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 44: Extreme makeover cte standards edition acsa nov 2013 compressed

What all CTE students need to know and perform

Standard is bolded text (50)

Performance Indicators are sub text (51)

44

Knowledge and Performance Anchor Standards by Industry Sector

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 45: Extreme makeover cte standards edition acsa nov 2013 compressed

45

Knowledge and Performance Standards

Anchor Standard20 30 40

Performance Indicator21 22 23

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 46: Extreme makeover cte standards edition acsa nov 2013 compressed

20 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats

21 Recognize the elements of communication using a senderndashreceiver model

22 Identify barriers to accurate and appropriate communication

23 Interpret verbal amp nonverbal communications and respond appropriately

24 Demonstrate elements of written and electronic communication such as accurate spelling grammar and format

25 Communicate information and ideas effectively to multiple audiences using a variety of media and formats

26 Advocate and practice safe legal and responsible use of digital media information and communication technologies

46

Anchor Standard withPerformance Indicators

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 47: Extreme makeover cte standards edition acsa nov 2013 compressed

College and Career Readiness Anchor Standards

3

2

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 48: Extreme makeover cte standards edition acsa nov 2013 compressed

Former Foundation Standard CommunicationsStudents understand the principles of effective oral written and multimedia communications

ELA Common Core Standard Listening amp SpeakingAcquire and use accurately general academic and domain-specific words and phrases sufficient for reading writing speaking and listening at the career and college readiness level (LS 11-126)

48

New Anchor Standard 2 CommunicationsAcquire and use accurately Agriculture and Natural Resources sector terminology and protocols at the career and college readiness level for communicating effectively in oral written and multimedia formats (Deliberate Alignment)

Agriculture and Natural Resources

A New Level of Performance

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 49: Extreme makeover cte standards edition acsa nov 2013 compressed

ELA Common Core Standard Writing StandardUse technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments and information

49

CTE Anchor Standard 5 Problem Solving and Critical Thinking Use existing and emerging technology to investigate research and produce products and services including new information as required in the Engineering and Architecture sector workplace environment (Direct alignment to WS 11-126)

Energy Environment and Utilities

Anchor Standards Alignment

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 50: Extreme makeover cte standards edition acsa nov 2013 compressed

Former Standard in Building Trades and ConstructionStudents understand health and safety policies procedures regulations and practices including the use of equipment and handling of hazardous materials

New Standard in Building and Construction TradesDemonstrate health and safety procedures regulations and personal health practices and determine the meaning of symbols key terms and domain-specific words and phrases as related to the Building and Construction Trades sector workplace environment

(Direct alignment with RSTS 9-10 11-124)

Anchor Standards Alignment

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 51: Extreme makeover cte standards edition acsa nov 2013 compressed

Career Ready Practice

Develop an education and career plan aligned to personal goals

51

Industry Sector Anchor Standard

Career Planning and Management

Integrate multiple sources of career information from diverse formats to make informed career decisions and manage personal career plans

Identify personal interests aptitudes information and skills necessary for informed career decision-making

Evaluate personal character traits such as trust respect and responsibility and understand the impact they can have on career success

Explore how information and communication technologies are used in career planning and decision making

Research the scope of career opportunities available and the requirements for education training certification and licensure

Develop a career plan that reflects career interests pathways and postsecondary options

Aligns with English Language Arts Standard

Reading Standards for Informational Text

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem (RSIT 11-127)

Anchor Standards Alignment

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 52: Extreme makeover cte standards edition acsa nov 2013 compressed

Vocabulary is the Gatekeeper Vocabulary is comprised of three parts

Academic Vocabulary Technical Vocabulary Common Verbiage

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 53: Extreme makeover cte standards edition acsa nov 2013 compressed

Academic Vocabulary

Words ldquowhich are used across content areas have abstract definitions and are a challenge to masterrdquo (Townsend 2009)

ldquoLexical items [that] occur frequently and uniformly across a wide range of academic materialrdquo (Coxhead 2000)

Does not include the list of the 2000 most common words

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 54: Extreme makeover cte standards edition acsa nov 2013 compressed

Academic Vocabulary If we struggled at all to determine which

words constitute academic vocabulary how can we help students master vocabulary

Can we know which words will be a problem for all students

Will they struggle with the same words

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 55: Extreme makeover cte standards edition acsa nov 2013 compressed

Vocabulary Students need a strategy so they can direct

their own learning We cannot know what words they will need

help with We cannot teach all the important words of

a lesson at the beginning For a student with limited vocabulary background

this would be akin to memorizing the dictionary

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 56: Extreme makeover cte standards edition acsa nov 2013 compressed

Academic Vocabulary Personal dictionaryword wall Includes

Word What the word appears to mean in context

If we must use the word guess letrsquos call it an educated guess

Dictionary definition of the word Rewrite the definition in own words

56

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 57: Extreme makeover cte standards edition acsa nov 2013 compressed

Technical Vocabulary ldquoWords that donrsquot have exact synonyms or

[have] different meanings in other contextsrdquo (Mudraya 2006)

ldquoClosely related to the topic and not likely to be known in general language with the same meaningrdquo (Nation 2001 2003)

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 58: Extreme makeover cte standards edition acsa nov 2013 compressed

Technical Vocabulary

The limits of context With 24rdquo on-center construction the

truss must sit on the top plate directly over a stud

What does the word mean in context Context will simply not work here We

must rely on a technical definition

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 59: Extreme makeover cte standards edition acsa nov 2013 compressed

Technical Vocabulary Personal dictionaryword wall Includes

Word DefinitionAccurate Description Picture

59

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 60: Extreme makeover cte standards edition acsa nov 2013 compressed

Now what Now that students have seen the word (just

in time) they get to see it with

their problem- solving in the shop

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 61: Extreme makeover cte standards edition acsa nov 2013 compressed

Words of Caution Remember that all vocabulary words serve

as gatekeepers for knowledge BUT the two types require slightly different

approaches and our recognition

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 62: Extreme makeover cte standards edition acsa nov 2013 compressed

Words of Caution

Remember that technical vocabulary words do not possess synonyms The word resistance in electricity might

seem similar to the academic version of the word but the academic definition will not help students with the technical knowledge or skills they need

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 63: Extreme makeover cte standards edition acsa nov 2013 compressed

Words of Caution Vocabulary instruction like all instruction

must be authentic This means students should learn words they need when they need them Just-in-time Instruction

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 64: Extreme makeover cte standards edition acsa nov 2013 compressed

Activity Working by yourself think of technical

vocabulary from a CTE field Try to define the word without using

additional technical vocabulary Is this easier than drawing a picture

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 65: Extreme makeover cte standards edition acsa nov 2013 compressed

Symbols and Words ldquoBackground knowledge manifests itself as

vocabulary knowledge therefore teaching vocabulary is synonymous with teaching background knowledgerdquo (Marzano)

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 66: Extreme makeover cte standards edition acsa nov 2013 compressed

ContinuumStandards Employer

Industry Specific

licensure and certifications

PathwayWhat pathway students

need to know and perform

Standards for Career Ready Practice

What ALL students need to know and understand

Industry Sector Anchor

What CTE students need to know and perform

bull Unique within an industry sector

bull Organized by careers within the industry sector of similar functions services and work environments

bull Describe what students should know and be able to do once the standards content is achieved

bull Build from simple to complex knowledge and performance

bull Incidental Alignment with Academic Standards

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 67: Extreme makeover cte standards edition acsa nov 2013 compressed

Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8-12 pathway specific standards Demonstrates sequence potential Lead to high skill high wage or high demand

jobs Reasonable and appropriate for high school Sustainable and viable over next 10 years

67

Identification Criteria

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 68: Extreme makeover cte standards edition acsa nov 2013 compressed

68

MCS Pathway Standards

Unique to industry sector

Describes what students should know and be able to do

Builds from simple to complex knowledge and performance

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 69: Extreme makeover cte standards edition acsa nov 2013 compressed

69

Standard with Performance Indicators

C40 Perform and document maintenance procedures in accordance with the recommendations of the manufacturer

C41 Communicate the procedures and practices of various manufacturers regarding service repair and maintenance schedules

C42 Demonstrate how to properly document maintenance and repair procedures in accordance with applicable rules laws and regulations (eg Bureau of Auto Repair [BAR] Occupational Health and Safety Administration [OSHA] and the California Air Resources Board [CARB])

C43 Use reference books technical service bulletins and other documents and materials related to the service industry available in print and through electronic retrieval systems to accurately diagnose and repair systems equipment and vehicles

C44 Complete a work order including customer information description of repairs and billing information in accordance with applicable rules laws and regulations

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 70: Extreme makeover cte standards edition acsa nov 2013 compressed

Integration with Common Core State Standards

70

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 71: Extreme makeover cte standards edition acsa nov 2013 compressed

Identify pathway standards that have a

substantial and natural alignment to a core

curriculum standard

Determine if the pathway standard will enhance

reinforce or apply a specific core subject

standard

Developed an alignment matrix at end of each

Industry Sector

71

Alignment Process

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 72: Extreme makeover cte standards edition acsa nov 2013 compressed

72

Industry Sector Anchor StandardsAcademic (10)

72

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 73: Extreme makeover cte standards edition acsa nov 2013 compressed

Academic Alignment Matrix

CCSS Pathway Standards

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 74: Extreme makeover cte standards edition acsa nov 2013 compressed

74

Academic Alignment Matrix

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 75: Extreme makeover cte standards edition acsa nov 2013 compressed

TRANSPORTATIONPATHWAYS

A OperationsB Structural Repair and Refinishing

C Systems Diagnostics and Service

ENGLISH LANGUAGE ARTS

Reading Standards for Literacy in Science and Technical Subjects - RLST (Standard Area Grade Level Standard )

11-123 Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks analyze the specific results based on explanations in the text A60

B10 B20 B30 B40 B60 B70 B80 B90

C10 C20 C50

11-1210 By the end of grade 12 read and comprehend sciencetechnical texts in the grades 11-12 text complexity band independently and proficiently

A10 A20 A30 A40 A50 A60

A70

B10 B20 B30 B40 B50 B60 B70 B80

B90

C10 C20 C30 C40 C50 C60 C70 C80

Writing Standards - WS (Standard Area Grade Level Standard )

11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence A50 B50 C50

11-122 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content A70 B50 C50

11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience A30 A40 B50 C40

11-126 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments or information

A10A30 A40

B20 B30 B50 B60 B80 B90

C60 C70

11-129 Draw evidence from literary or informational texts to support analysis reflection and research A10 A20 C80

11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes and audiences A10 B50 C40

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 76: Extreme makeover cte standards edition acsa nov 2013 compressed

Literacy in Science amp Technical Subjects Follow precisely a complex multistep procedure when carrying out experiments taking measurements or performing technical tasks(11-12RSTS3)

CTE Application Patient CareB80 Demonstrate the principles of body mechanics as they

apply to the positioning transferring and transporting of patientsB81 Explain the principles of body mechanicsB82 Determine appropriate equipment for

transportation and transfer including the modification of equipment and techniques to accommodate the health status of the patient

B85 Integrate proper body mechanics ergonomics safety equipment and techniques to prevent personal injury to patients and clients

76

Reading ndash High SchoolCTE Applications

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 77: Extreme makeover cte standards edition acsa nov 2013 compressed

Similarity Right Triangles and TrigonometryUse trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (HS G-STR 8)

CTE Application Residential and Commercial Construction

D20 Apply the appropriate mathematical calculations used in the construction tradesD22 Apply the Pythagorean Theorem to calculate pipe

offsets roof slope and check for square

D40 Demonstrate techniques for proper site preparationD44 Check site layout for square using the diagonal

method

77

Mathematics-High SchoolCTE Applications

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 78: Extreme makeover cte standards edition acsa nov 2013 compressed

Heredity Inheritance and Variation of Traits (LS3)Inheritance of Traits (LS3A)Variation of Traits (LS3B)

CTE Application Animal Science Discuss animal inheritance and selection principles including the structure and role of DNA (A amp NR D50)

51 Evaluate a group of animals for desired qualities and discern among them for breeding selection

54 Predict phenotypic and genotypic results of a dominant and recessive gene pair

55 Research the role of mutations both naturally occurring and artificially induced amp hybrids in animal genetics

78

Life Science-High SchoolCTE Applications

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 79: Extreme makeover cte standards edition acsa nov 2013 compressed

79

Putting it all Together

Career and College Ready

Pathway Standards

Anchor Standard

Standards for Career

Ready Practice

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 80: Extreme makeover cte standards edition acsa nov 2013 compressed

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

80

Conduct short as well as more sustained research projects to answer a question or solve a problem demonstrating understanding of the subject under investigation (Writing Standards for Science and Technical Subjects 11-127)

Business and Finance

B10 B20 B30 B40 B50 B60 B70 B80 B90 B100

50 Problem Solving and Critical Thinking

C10 C20 C30 C40 C50 C60 C70 C80

A10 A20 A30 A40 A50 A60 A70 A80 A90

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 81: Extreme makeover cte standards edition acsa nov 2013 compressed

Business amp Finance Alignment

Anchor Standard

Pathway Business Management

Pathway Financial Services

Pathway International Business

81

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities (Algebra ndash Reasoning with Equations and Inequalities A-REI3)

Business and Finance

B10 B30 B40 B50 B60 B70 B80 B100

C30 C40 C60 C70 C80

None

None

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 82: Extreme makeover cte standards edition acsa nov 2013 compressed

Why have we done this

82

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 83: Extreme makeover cte standards edition acsa nov 2013 compressed

Lexile Frameworkreg for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1ACTAP

Source of National Test Data MetaMetrics

Interquartile Ranges Shown (25 - 75)

OUR MISSION

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 84: Extreme makeover cte standards edition acsa nov 2013 compressed

Law and Public Safety 1420 ndash 1740L

AgricultureNatural Resources 1270 ndash 1510L

Education and Training1320 ndash 1370L

Transportation Distribution and Logistics1170 ndash 1350L

ArchitectureConstruction1210 ndash 1340L

Business and Administration1210 ndash 1310L

Health Science1260 ndash 1300L

Hospitality and Tourism1230 ndash 1260L

Scientific ResearchEngineering1190 ndash 1250L

ArtsAV TechnologyCommunications 1100 ndash 1190L Source Aligning the Journey with the Destination by Gary Williamson PhD 2006

84

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 85: Extreme makeover cte standards edition acsa nov 2013 compressed

85

Assessments will includePerformance Assessments (interim amp summative) Selected Response Constructed Response Extended Performance Assessments

Re-take option (summative)

Assessment What We Know

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 86: Extreme makeover cte standards edition acsa nov 2013 compressed

86

A job requires 45 brackets as shown What is the fewest number of 4 x 8 sheets of plywood required

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 87: Extreme makeover cte standards edition acsa nov 2013 compressed

A construction worker is using wooden beams to reinforce the back wall of a room

Determine the height in feet of the beam that ends at point G

Explain how you found your answer

87

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 88: Extreme makeover cte standards edition acsa nov 2013 compressed

One of these is an assessment in one of our CTE classes The other is from the new Smarter Balanced Assessment Can you tell which is which

How do we shift an entire system away from multiple choice ldquoright answersrdquo to deeper critical thinking 21st century skills that employers want

88

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 89: Extreme makeover cte standards edition acsa nov 2013 compressed

Pathway Standards

89

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 90: Extreme makeover cte standards edition acsa nov 2013 compressed

Table Talk1 Consider what you have just seen2 In light of this information what

thoughts might you have regarding your position and the role that you play in preparing students to be become college and career ready

3 Take a moment to jot thoughts on a post-it note

4 When everyone is ready share your thoughts with the table group

90

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 91: Extreme makeover cte standards edition acsa nov 2013 compressed

Activity Collaborative Learning(Instructional Strategy)

Directions1 In like subject area groups

review your pathway standards (10-15 minutes)

2 Identify your ah-harsquos3 Discuss at least 2 strategies for

integrating standards into your courseinstruction

4 Report out

91

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 92: Extreme makeover cte standards edition acsa nov 2013 compressed

ldquoSuccess seems to be connected with action

Successful people keep moving They make mistakes but

they dont quitrdquo

Conrad Hilton Hilton Hotels

92

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 93: Extreme makeover cte standards edition acsa nov 2013 compressed

93

The new model curriculum standards are

available online athttp

wwwcdecagovcictsfctemcstandardsasp

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 94: Extreme makeover cte standards edition acsa nov 2013 compressed

Career Technical Education Model Curriculum Standards httpwwwcdecagovcictsfctemcstandardsasp

Common Career Technical Education Core httpwwwcareertechorgcareer-technical-educationcctc

Information about the common core httpwwwcorestandardsorg

Full text of the Common Core State Standards httpwwwscoenetcastandardsindexhtml

Information about the common core including implementation timelineshttpwwwcdecagovcicc

SBAC information httpwwwsmarterbalancedorg

Achieve httpwwwachieveorg

Curriculum development and model lessons CTE Online httpwwwcteonlineorg

California Career Resource Network (CalCRN) httpwwwcaliforniacareersinfo

94

Resources

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU
Page 95: Extreme makeover cte standards edition acsa nov 2013 compressed

Russell Weikle Director916-445-2652

rweiklecdecagov

Carolyn Zachry Education Programs Consultant916-323-5042

czachrycdecagov

Career and College Transition Division

95

THANK YOU

  • Slide 1
  • Slide 2
  • New Model CTE Standards
  • CTE Standards are a tool to
  • Foundation for Standards Development
  • Slide 6
  • Verbs used in MCS development
  • Slide 8
  • Structure of Model Curriculum Standards
  • CTE Standards Continuum
  • Video 21st Century Skills How Do We Get There
  • The developers of the CCSS asked this question
  • In answer to this question
  • Staircase of Complexity
  • Rigorous CTE Courses Reflect CCSS Learning Expectations
  • Big Ideas Lead to Deeper Understanding
  • helliplike trying to understand a car by studying its parts in isola
  • College and Career Ready Anchor Standards
  • Rigor and Relevance Connects CTE and CCSS
  • New Standards- Whatrsquos Different
  • Slide 21
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (2)
  • Standards for Career Ready Practice (3)
  • Standards for Career Ready Practice
  • Standards for Career Ready Practice (continued)
  • Standards for Career Ready Practice (4)
  • Slide 28
  • Personalized Learning and Individual Learning PlansStudent Lea
  • Slide 30
  • Review the Standards for Career Ready Practice
  • Slide 32
  • Student Outcomes
  • Slide 34
  • Defining Career Readiness
  • Local Educational Agencies (LEAs) Comparison Information
  • CTE Student Enrollment
  • Career Education in California
  • Data Collected for Perkins Reporting
  • Slide 40
  • CTE Anchor Standards 10 ndash 110
  • CTE Anchor Standards
  • CTE Anchor Standards (2)
  • Knowledge and Performance Anchor Standards by Industry Sector
  • Knowledge and Performance Standards
  • Anchor Standard with Performance Indicators
  • Slide 47
  • A New Level of Performance
  • Slide 49
  • Anchor Standards Alignment
  • Slide 51
  • Vocabulary is the Gatekeeper
  • Academic Vocabulary
  • Academic Vocabulary (2)
  • Vocabulary
  • Academic Vocabulary (3)
  • Technical Vocabulary
  • Technical Vocabulary (2)
  • Technical Vocabulary (3)
  • Now what
  • Words of Caution
  • Words of Caution (2)
  • Words of Caution (3)
  • Activity
  • Symbols and Words
  • Slide 66
  • Identification Criteria
  • MCS Pathway Standards
  • Standard with Performance Indicators
  • Integration with Common Core State Standards
  • Alignment Process
  • Industry Sector Anchor Standards Academic (10)
  • Academic Alignment Matrix
  • Academic Alignment Matrix (2)
  • Slide 75
  • Reading ndash High School CTE Applications
  • Mathematics-High School CTE Applications
  • Life Science-High School CTE Applications
  • Putting it all Together
  • Conduct short as well as more sustained research projects to an
  • Choose a level of accuracy appropriate to limitations on measur
  • Why have we done this
  • Lexile Frameworkreg for Reading Study Summary of Text Lexile Mea
  • Slide 84
  • Assessment What We Know
  • Slide 86
  • Slide 87
  • Slide 88
  • Pathway Standards
  • Table Talk
  • Activity Collaborative Learning (Instructional Strategy)
  • Slide 93
  • Resources
  • THANK YOU