» what is the role of cte educators with implementation of the common core state standards?

CTE and Common Core Standards

»What is the role of CTE educators with implementation of the Common Core State Standards?

» How do we incorporate Common Core Standards into CTE classes?

Common Core State Standards

(CCSS)

CCSS specifies the knowledge and skills students need at each grade level by defining end-of-year expectations and a cumulative progression that enables students to be “College and Career Ready” by the end of high school.

Common Core State Standards Authors and Publisher: National Governors Association Center for Best Practices, Council of Chief State School OfficersWashington D.C.Copyright Date: 2010

College And Career Readiness

(CCR)

College ready» Prepared to succeed in entry-

level credit-bearing general education college courses without remediation.

National Council on Measurement in Education (NCME)April 9, 2011

North Dakota College Readiness?

Initially measured by the ACT Test: Composition I – 64% College Algebra – 45%

2012 ND ACT Scores

Career ready» Possess sufficient

foundational knowledge and skills and general learning strategies necessary to begin studies in a career path.

National Council on Measurement in Education (NCME)April 9, 2011

Why are College and Career Readiness skills so important?

» Consumers of goods and services

» Necessary to individual, family and home

» Essential employability skills» Learning for a lifetime

English Language Arts and Literacy

CCR Anchor Standards for Reading

6-12 English Language Arts

Four Strands make up the College and Career Readiness Anchor Standards.

+Reading (10 Standards)

+Writing (10 Standards)

+Speaking and Listening (6 Standards)

+Language (6 Standards)

ReadingIs

Important

Reading Avoiders – the student can read but they choose not to.

Class lectures and discussions will help these students “cope” temporarily. Their lack of reading will catch up with them.

Word Decoders – they can pronounce the words, and perhaps even read at a rapid pace. However, they don’t understand or remember what they read.

These students haven’t made the connection that reading involves thinking.

Reading is problematic for students when:

1. They don’t have the comprehension strategies to unlock meaning.

2. Don’t have sufficient background knowledge.

3. Don’t recognize organizational patterns.

4. Lack purpose for the reading.

A closer look at the Reading standards….

Reading

Reading Strand Key Features

Greater text complexity and the growth of comprehension.

Equal emphasis is placed on the sophistication of what students read and the skill with which they read.

Key Ideas and Details – CCR standard #1

» Reading the text closely (the careful dissection of a text wherein readers pay close attention to the way ideas unfold as they read)

» Determining the stated and unstated meanings

(inference)

» Summarizing and supporting conclusions with evidence from the text.

Craft and Structure

Going beyond understanding what the text is about to acquiring the skills needed to dig more deeply into the text, particularly the academic vocabulary.

Knowledge and Ideas

Being prepared to read critically, evaluate arguments, analyze themes and topics and compare two or more texts to build knowledge.

Range of Reading and Level of Text Complexity

Reading and comprehending a wide variety of texts independently and with proficiency.

Reading for Literature

RL

CCR Anchor Standards for Reading

Reading for History &

Social StudiesRH

Reading for Information

RI

Reading for Science & Technical Subjects

RST

Reading Strand

Reading CCR.3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Reading Strand

Reading CCR.3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Reading Strand

Reading CCR.3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RH.9-10.3Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Reading Strand

Reading CCR.3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

It is important to note that the Grade 6-12 literacy standards in History/Social Studies, Science, and Technical subjects are not meant to replace content standards in those areas but rather to supplement them.

Common Core State Standards Page 3

Reading for Literature

RL

CCR Anchor Standards for Reading

Reading for History &

Social StudiesRH

Reading for Information

RI

Reading for Science & Technical Subjects

RST

»Having a purpose helps readers remember what they read and helps them determine what is important.

»Good readers understand that if comprehension is to occur, they must engage in several thinking processes.

»Good readers are aware of their

thinking.

»Good readers do not remember everything they read. They use tools to hold on to their thinking so they can return to it later.

»Good readers use different strategies for different types of reading. They understand that reading is something they will do for their entire life, not just to pass a class.

I Read It, But I Don’t Get ItCris Tovani, 2000

RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

I Can:a.b.c.

RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

I Can:a. Identify the steps necessaryb. Precisely follow a complex multistep

procedurec. Pay attention to special cases or exceptions

Note Taking Strategies

During a class, taking notes helps students focus their attention.

It also helps the student remember the ideas and facts presented once class is over.

When reading, note-taking helps students to make connections and clarify classroom discussions.

Note-taking helps students process information more fully, and to recall information with greater ease.

OUTLINING

Main Idea_____________________

» _________________________» _________________________» _________________________» _________________________

DETAILS

An American art collector was not monkeying around when he paid $26,352 for three paintings created by a chimpanzee. The three brightly colored abstract pieces were painted by Congo, a chimpanzee artist. They were created during the 1950s, when Congo was just three years old!

2012 Roads to SuccessGrade 7

OUTLINING

Main Idea: Art Collector bought Chimpanzee Art

» Paid $26,352 for the art» Colorful abstracts» Painted during the 1950’s» 3 year old chimp was the painter

MAPPING

Main Idea

CORNELL METHOD

Main Idea Supporting Details

In five words or less, explain why the Civil War was fought.

Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.

…..highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom, and that Government of the people, by the people and for the people, shall not perish from the earth.

Abraham Lincoln

Gettysburg Address

November 19, 1863

Reading for Literature

RL

CCR Anchor Standards for Reading

Reading for History &

Social StudiesRH

Reading for Information

RI

Reading for Science & Technical Subjects

RST

CCR Anchor Standards for Writing

Writing Literacy in History/Social Studies, Science and Technical Subjects

WHST

Writing Strand Key Features

Text types, responding to reading and research

Some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing.

Other types of writing such as informative or explanatory text are more thoroughly defined in the standards.

Writing Strand

Writing CCR.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WHST.9-10.3Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Speaking & Listening StrandKey Features

Flexible communication and collaboration.

Requiring students to develop a range of broadly useful oral communication and interpersonal skills including formal presentations.

Language Strand Key Features

The essential “rules” of written and spoken English. A focus on understanding words and phrases and acquiring new vocabulary is also included.

Common Core ELA standards imbedded within CTE courses will help students develop deeper reading comprehension and writing skills within the program area.

The ELA standards also focus on the use of media, technology and language with an emphasis on discipline-specific vocabulary acquisition.

Standards have no value if they merely make your lesson plans look better.

How can you take the CCSS and make them meaningful in your classroom?

Choose one or two standard(s) from each of the four ELA strands that you see as the greatest need of the students in your classroom.

+Reading +Writing +Speaking and Listening+Language

Mathematics

www.achievethecore.org

H.S. Standards are organized by conceptual categories:

1. Number and quantity2. Algebra3. Functions4. Modeling5. Geometry6. Statistics and Probability

Standards for Mathematical Practice:

Areas of expertise in mathematics that students must develop and practice from Kindergarten through 12th grade.

These standards call on students to apply mathematical ways of thinking to real-world issues and challenges; they prepare students to think and reason mathematically.

Common Core Shifts in Mathematics1. Deepen the way time and energy is

spent in the math classroom.

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

3. Rigor through the pursuit of: + conceptual understanding+ procedural skill and fluency+ application – using math to make

meaning

Common Core Standards are rapidly being imbedded into resources used by CTE Educators.

» Textbooks» Program Area Standards» Curriculums» Math in CTE

Common Career Technical Core (CCTC)

Some changes have been made to the Career Clusters.

Standards have been written for each of the 16 Career Clusters and related Pathways.

ND CTE will be making a decision regarding the degree to which CCTC will be adopted.

CTE and CCSS within your program area:

1. A sample of student reading2. An activity/assignment that

students might complete within the content area class or as a CTSO project.

3. 1-2 Class Frameworks with the standards.